NEW LESSONS 
IN LANGUAGE 




f GORDON 

A. 
SOUTHWORTH 



THOMAS R.SHEWELLEi COMPANY 




Class _T J 
Book.__,.S_fcSL£. 
Gopyiight N° 

COPYRIGHT DEPOSIT. 



NEW LESSONS IN LANGUAGE 



A BOOK FOR 
INTERMEDIATE GRADES 



GORDON A. SOUTHWORTH 

Superintendent of Schools, Somerville, Massachusetts 
Author of "Our Language" and "English Grammar and Composition 1 



** 



THOS. R. SHEWELL AND COMPANY 

BOSTON NEW YORK CHICAGO 






THE LIBRARY OF 

CONGRESS, 
Two Copies Received 

JUN. 10 1901 

.. Copyright entry 

^ i . i«|oi 

CLASS ^ XXe. N». 

copy a 



Copyright, 1901. 
!Y GOEDON A. SOUTH WORTH. 



PREFACE. 



This book provides a course in language to be used within 
the third, fourth, fifth, and sixth grades, covering either two or 
three years, according to the amount of time allowed for lan- 
guage work, the age of the pupils, and their previous training. 

In its preparation the design has been — - 

(1) To create a liking for good literature by presenting 
worthy selections to be read, studied, copied, and learned. 

(2) To help children to talk and write more freely about 
the many things that they see or know. Suggestive questions 
have been asked, in order to stimulate thought, to develop clear 
ideas, and to enable the learner to report more readily, both 
-orally and in writing, what he has discovered. Provision has 
been made for a great amount of practice in talking and 
writing. 

(3) To make children more and more observing, — espe- 
cially in the field of natural science, — adding to their knowl- 
edge, and leading them to find out for themselves. Many 
illustrations are set before the children for descriptive and 
imaginative writing, and help is given in the form of leading- 
questions. 

(4) To make correct expression habitual, by calling for fre- 
quent repetition of the right forms, and by constantly suppress- 
ing the wrong. 



(o) To secure the use of correct written forms by giving 
models for imitation, and by leading up to simple rules for the 
use of capitals, punctuation-marks, and word-forms, with exam- 
ples and much work for practice. 

(6) To give some acquaintance with the elementary prin- 
ciples of grammar. 

Various methods are introduced which experience has shown 
to be attractive, thoroughly sound, and quickly effective: and 
it is confidently believed that children who do the work of tin- 
book under these methods will make great gain in talking and 
writing easily, clearly, and correctly, within the range of their 
knowledge. 

Permission to use copyrighted matter from their publications 
has been kindly given by Messrs. Houghton, Mifflin & Co., of 
Boston, and by Messrs. D. Appleton & Co., of New York. 

June 1, 1901. 



TO TEACHERS. 



This book presupposes a wise and capable teacher who will 
use it with the attainments and needs of her pupils in mind, 
omitting here and supplementing there according to varying 
conditions. 

Exercises in great variety are given for copying, for dicta- 
tion, for reproduction of what has been learned, or read, or 
heard ; for picture study and description ; for letter-writing ; 
for recording the results of observation and experience ; for the 
use of words and their synonyms ; for practice in the use of 
correct forms. Selections from the best literature are given to 
be studied and learned, and to furnish suggestions for kindred 
work from the school readers ; ample provision is made for the 
correlation of nature work with language ; and the elements of 
grammar are inductively presented. 

These lessons are not of uniform length ; they are graded, 
and those of a kind are arranged accordingly ; but, in general, 
they are not dependent consecutively one upon another. The 
order of them, therefore, may often be changed at discretion ; 
some may be omitted, some divided ; others may be amplified 
and dwelt upon. 

The inductive method has been followed throughout. A 
right use of the suggestive questions will lead to habits of 
thought, observation, and investigation along given lines. 



Other questions may be added, but the direct giving of infor- 
mation will not often be necessary. 

Oral lessons should precede and outnumber written lessons. 
Each exercise should be the subject of conversation and study 
before any attempt is made to write it. Ideas should be dis- 
tinct in the child's mind. He should be trained to feel that 
the sentence is the unit of written discourse. Every exercise, 
in arrangement, matter, and execution, should be the best of 
which he is capable, and nothing short of it should ever be 
accepted. 

Much is left to the personal direction and choice of the 
teacher, without whose skill and wisdom and enthusiasm no 
success in language teaching can be achieved. 

Only a tithe of the requisite written work Avill be done 
unless pupils are trained from the outset to criticise and cor- 
rect one another's papers. 



1* E W- 

LESSONS IN LANGUAGE 



INTRODUCTORY. 




'CAN'T YOU TALK?' 



G. A. Holmes. 



No, Towser, poor fellow, cannot talk. He can bark and 
whine and growl, and wag his tail, and lick his master's hand. 
In these ways he can show his feelings. So, too, Kitty can 

l 



mew and spit and purr. Only boys and girls, and men and 
women can talk. They are not "dumb animals." Indeed, 
man is the only animal that thinks, and so he is the only one 
that is given the power of speech, that he may express his 
thoughts. 

The little boy in the picture who asks Towser this question 
cannot talk much. He has learned a few words by hearing 
others, and every day adds something to his power to let peo- 
ple know what he thinks or wants. As he grows older lie 
learns new words and their meaning. He learns to pronounce 
his words distinctly and correctly. He understands the talk 
that he hears, and after a while can use spoken language 
quite well. 

By and by he will go to school and learn how the sounds 
that he makes when talking are represented in printed letters 
or words. He will learn to read written language, and to 
express his thoughts by writing as well as by talking. And 
all this time he is learning new words and their meaning, — 
how to pronounce them in speaking and how to spell them 
in writing. 

But more than this. At first he could speak but a single 
word, or perhaps two. Very soon, however, he put several 
words together, and his thoughts and wishes and questions 
took the form of sentences. Now whenever he talks or writes 
he uses words in sentences of much the same kind that he 
finds in books when he reads. 

All of us have had pretty much the same experience. We 
have learned to talk, to read, and to write. But there is a 
right way and a wrong way to talk and to write. We wish 
to avoid the ways of speaking that ignorant people use, and to 
learn to imitate the speech of educated men and women. We 
wish not only to express our thoughts easily, but also to 
express them correctly and gracefully. We wish to be able 



to choose the right words when we speak or write ; to arrange 
our words properly in sentences ; and to put our sentences 
together in the way that will best express our thoughts. And 
this is our purpose in studying this little book of " Language 
Lessons." If we are thoughtful and studious and persevering 
we shall by practice become skillful in the use of language, and 
even our speech and writing will become worthy of imitation 
by others. 



LESSON 1.-What is a Statement? 

When we talk or write we put our words into groups called 

Sentences. 

Make a sentence that asks something about the picture on page 
one. 

Some sentences ask questions. 

What command might be given to the dog ? 
What request might he make if he could talk? 

Some sentences command or request some one to do some- 
thing. 

Make a sentence that tells what the child is doing. 
Most of our sentences tell what we think or knoiv. 

Which of the following sentences ask questions? 
Which of them tell something? 
Which one contains a command? 

1. What is the name of this picture ? 

2. The name of the artist is G. A. Holmes. 

3. Look carefully at the face of the dog. 

4. Why does the kitten stop in the doorway? 

3 



5. The child is not afraid of the dog. 

6. They are looking- into each other's eyes. 

7. How should we treat dumb animals'/ 

In answer to the following questions, make spoken sentence* or 
statements that will tell something about the picture : — 

What would he a good name for the dog? 

How old do you think the boy is? 
How many animals in the picture? 
Which of them interests you most? 

A sentence that tells something is a statement. 



2. — How Statements begin and end. 

Ex. 1. Here are some answers to the questions in Lesson 1. 

Make a careful copy of them. 

Towser would be a good name for the dog. 
I think the boy is three years old. 
There are three animals in the picture. 
The boy interests me most. 

1. In copying' these sentences how many capital letters did you make? 
2. Which words did you begin with capitals? :'>. Where is the capital 
used in each sentence? 4. What mark did you use to show that a sen- 
tence was ended ? * 

A statement should begin with a capital and end with a 
period. 

Ex. 2. Write answers to the questions in L< } s*"it 1 . 

* To the Teacher. — These, and similar questions and directions throughout tin' book, 
are for the pupil to read aloud ami answer. If they are not sufficient to develop the given 

subject and lead the learner to see without, actually being told, they at least present a 
method, and may easily be suoplemented by the teacher. Do not ask questions that 
contain the whole answer in themselves : let the questions call for thought and reasoning 

4 



. 3.— Practice in making Statements, 

Ex. 1. Make complete oral statements by telling what these do: 

horses furnaces merchants artists 

cows watches farmers teachers 

Write the statements that you have made. 

Ex. 2. Blake complete oral statements telling what these are, 
and then write them : 

fish a tumbler doctors stars 

quadruped scissors oranges veal 

Ex. 3. Tell of what and by whom these things are made, first 
in oral and then in written statements : 

shoes butter candy houses 

coats bread doors bonnets 



- 4. —The Words I and O. 

Here are some sentences from a girl's letter. Do you think they were 
written correctly ? 

Father and I went boating last week. 

We had a delightful sail. 

O, how I wished you were there. 

1. There are three words in our language that contain only one letter. 
Can you tell what they are? 2. Two of them are alwa}~s written with 
capitals. Which two are they? 8. "Who is meant by "I" in. the first 
sentence ? 

4. Tell what you did yesterday. 5. When you mention yourself, 
what word do you use? 6. Tell what you and some friend expect to do 
to-morrow. 7. Would it have been proper to saj-, " I and father went 
boating?" 8. Give your reason. 

In writing, the words I and O should always be capitals. 



5. -A Story to Tell. 

Hear this story read, or read it carefully yourself, and then teU 
it to your classmates. 

Washington's love for his mother. 

When George Washington was about eleven years of age his 
father died, and his mother was left with five children. She 
was a woman of strong will and noble character, and brought 
up her children wisely as every good mother does. 

George always showed a strong love for his mother. He 
was kind and obedient, and tried in every way to make her 
comfortable and happy. 

Their home was on the bank of the river. Merchant vessels 
and war-ships passed frequently, and often stopped at the land- 
ing near by. George greatly enjoyed visits to these vessels. 
He liked to hear the stories of sea-life and adventure that the 
sailors told. He was soon filled with a strong desire to become 
a sailor. 

His older brothers encouraged him, and after much pleading 
his mother gave her unwilling consent. Arrangements were 
soon made. His chest was packed and sent to the landing. 
When George came to bid his mother good-by, the tears rolling 
down her cheeks said more plainly than any words, " Don't go, 
my dear boy ! " His loving heart was touched, and he said to 
himself, " I cannot so grieve my dear mother, the best of earthly 
friends ! " And so he gave up his darling project. This was 
the turning point in his career. 

This good mother died in 1789 at the age of eighty-two. 
She lived to see her son loved and honored throughout the 
world. When people praised him in her presence, she only 
said, " Yes, George was always a good boy ! " 



6. — About Paragraphs. 

Notice that in the story of Washington in Lesson 5 there 
are nineteen sentences. These sentences are separated into rive 
groups. Each group of sentences is called a Paragraph. How 
many sentences in each paragraph ? Where does the first word 
of each paragraph begin? 

We should always begin the first word of a written para- 
graph about an inch from the edge, or margin, of the paper. 
This is called indenting it. 

Compare the space between two printed words with the 
space between two sentences. 

We should always leave a space of at least half an inch 
between two sentences in a paragraph when writing. 

Boys and girls are very apt to join their sentences together 
by using and. Be careful to make your sentences short, 
distinct, and separate.* 

Ex. 1. Copy the following story, remembering everything that 
you have learned in this lesson. 

Ex. 2. Write the story from memory at some time. 

HOW TO GET BREAKFAST. 

It was early one summer morning. There were four little chickens 
in a group. They were all peeping. One would have liked a fresh green 
leaf. Another was hungry for some sweet yellow meal. The third was 
waiting for some kind of bug. A nice fat worm would have made the 
fourth one happy. 

Then the mother-lien in the garden close by clucked and fluttered, as if 
to say: If you want any breakfast, you must come here and scratch. 

* To the Teacher. — From the outset the pupil should have practice in copying brief and 
suitable selections in both prose and verse. The indention of the paragraph, margins, the 
spacing between words and sentences, the use of capitals and punctuation marks, as 
well as the penmanship, should receive especial attention. Memorized selections should 
be written. Perfect copies should be demanded. 

7 



The Cat. 




1. Describe a cat's 
position when watching 
for mice. "1. How does 
she catch a mouse? 
8. What docs she do 
before killing it? 4. 
With what does she 
tear it in pieces ? 5. 
How do these differ 
from her other teeth'/ 
6. Describe her tongue 
and its uses. 

7. If attacked by a 
dog, where does she run ? 8. Why can she climb so easily ? 
9. If caught by a dog, what could she do? 10. How many 
claws has she on her fore paws? On her hind paws? 11. 
Where are they when not in use ? 12. Why does she make 
no noise in walking? 

13. When does she seek her prey? 14. What other 
animals are active at night? 15. Tell about the cat's eyes. 
16. What has the cat on the sides of her face? Name them 
from their use. 17. What use does the cat make of her 
tongue? 18. How does she show fear? Anger? Content- 
ment? 10. Of what use is the cat to man? 2<>. What is 
meant by a domestic animal? 

Ex. 1. After a conversation about the e,it^ answer these ques- 
tions orally in complete sentences en*/ then write three paragraphs 

on the subject. 

* To flic Teacher. — Throughout this hook there are many lessons f>>r correlation of 
language and elementary Bcience. Before any attempl is made t<> write a lesson, (here 

should be careful observation and study from the actual ohject if jiossibie and one or 
more conversation lessons upon it. The questions will aid in the orderly arrangement 
of the child's sentences. 

8 



8. -A Story to TeU. 

First tell and then write the story of " Petfs Trip to Boston" 
as suggested by the picture in Lesson 7. 

You can toll who wanted her ; about the fun in catching her ; how she 
felt about getting into the basket; what was in the basket with her; what 
was on the card ; about her long trip ; how she felt in the dark ; how 
glad she was to see the light again ; how she liked her new home ; what 
your friend thought of the gift. 

You may make two paragraphs. 



9. — A Stanza to Copy. 

1 . How many lines or verses does this stanza of poetry contain ? 

2. At the end of the lines what words sound somewhat alike, or rhyme? 

3. With what kind of letter does each line begin? 4. Which lines are 
indented alike ? In writing poetry, lines that rhyme are indented alike. 

Deep in a mountain valley 
A brook goes tumbling loud ; 

Yesterday, up in heaven, 
It was a summer cloud. 

Copy this stanza, learn it, and at some time write it from memory. 

Every line of poetry should begin with a capital. 



10. How to Write Questions. 

1. What is a statement? 2. How must it begin and end? 
3. How many questions are there in Lesson 7 ? 4. How 
do yon know that they are questions? 5. Make a question- 
mark on the blackboard. Did you ever hear a longer name 
for it? 



6. Ask your teacher a question about the clock. 7. Write 
the same question on the blackboard. 8. How did you begin 
it and end it? 

Ex. 1. Answer these questions in complete statements: — 

How many hours are there in a day ? 
At what hour does the day begin ? 
Where does the rain come from? 

Ex. 2. Ask questions orally about the following things : — 

water frogs this book raisins 

lamps robins maple sugar milk 

Ex. 3. Write the questions you have asked. 

Questions should begin with capitals and end with question- 
marks. 



11. A Choice of Words. 

Some words sound alike, but differ both in spelling and in 
meaning. For example : — 

Before } r ou write choose the right word. 

Ex. 1. Supply the right word in each sentence: — 

rode ate blue flower 

blew flour road eight 

pints make a gallon. 

The golden-rod is an autumn . 

What makes the sky ? 

Which of you to town ? 

10 



Ex. 2. Write five words pronounced like these but differently 
ed : — 

sew raise mane weighs vain 

Ex. 3. Write four statements and four questions, using one of 
these words in each : — 



cent 
sent 



grate hour 

great our 



bear 
bare 



pale 
pail 



12. — How to write Names of Persons. 




Here are five happy children. Let us give them names. 

The largest girl is Mabel Morse. 

The boy on his knees is her brother, Chester Morse. 

The large boy is Charles Edward Grant. 

The other girls are his sisters, Laura and Ellen. 



1. Do these children all belong to the same family? 2. Why do yoil 

think so? 3. To what family does Laura belong? 4. What are the 
family names of all these children? 5. What is your last name? 
6. Of what family are you a member? 7. What is the last name of 
Chester's father? 

8. Read the names that were given to the Grant children by then- 
parents. Do you see why we call these names "given" names? 
9. What are the given names of the Morse children ? 10. What is your 
given name ? 11. W ho gave it to you ? 

12. How does each one of these names begin? 13. How main- 
capitals in the large boy's name? 14. He sometimes writes it, Charles 
E. Grant, or C. E. Grant. What does the E. stand for? 

15. The first letter of a word is called an initial letter. What are the 
initial letters of Mabel Morse's name? 1G. What are your initials? 
17. AVrite them with a period after each. 

Ex. 1. Write in statements : — 

Your name; your father's name; your mother's name; the name of 
your teacher; the name of your most intimate friend. 

Each word in a person's name should begin with a capital. 
Initial letters, when used instead of the name, must be 
capitals with periods after them. 

Ex. 2. Write each of these sentences after hearing it read only 
once by your teacher : — 

I must always do my best. O what can little hands do ? 

Where are the frogs in the winter? Who was John Paul Jones ? 

William T. Sherman was a patriot? Queen Victoria died in L901. 



13. — Story from a Picture. 

Tell and write about "Mabel Morse's Picnic Party." 

You will say where it was, — who were invited, — their 
preparations, — how they went, — all about the place, — what 
they did, — the loss of Chester's hat, — the luncheon, — the 
return. 

12 



14. —The Robin's Advice. 

Down in a field, one day in June, 
The flowers all bloomed together, 

Save one, who tried to hide herself, 
And drooped, that pleasant weather. 

A robin that had flown too high, 

And felt a little lazy, 
Was resting near this buttercup, 

Who wished she were a daisy. 

For daisies grow so trig and tall ; 

She always had a passion 
For wearing frills about her neck 

In just the daisies' fashion. 

And buttercups must always be 

The same old tiresome color, 
While daisies dress in gold and white, 

Although their gold is duller. 

" Dear Robin," said this sad young flower, 
" Perhaps you'd not mind trying 

To find a nice white frill for me, 
Some day when you are flying/' ■ 

" You silly thing ! " the robin said ; 

" I think you must be crazy ! 
I'd rather be my honest self 

Than any made-up daisy. 

" You're nicer in your own bright gown, 

The little children love you : 
Be the best buttercup you can, 

And think no flower above you. 
13 



" Though swallows leave me out of sight, 

We'd better keep our places ; 
Perhaps the world would all go wrong 

With one too many daisies. 

" Look bravely up into the sky, 

And be content with knowing 
That God wished for a buttercup 

Just here where you are growing." 

— Sarah Ornb Jewbtt. 

Study this poem and then tell or write the story. Follow this 
order : — 

1. The cause of the buttercup's discontent. 2. Its request. 3. The 

robin's advice. 4. The lesson the storv teaches. 



15. — Titles used with Names of Persons. 

1. What is your teacher's full name? 2. When you speak to her, 
do you use her first name? 3. What do you call her? 4. Is Miss 
a part of her name, or is it only a title that may apply to many other 
persons? 5. Mention some other teachers whom you know. 

6. What gentleman lives in the house next to yours? 7. AY hat 
storekeeper do you know? 8. Do you think it more respectful in 
say Brown, or Mister Brown ? 9. Which is the name, and which is 
the title? 

10. Would your teacher speak of Charlie Wood's mother a^ Miss 
Wood, or in some other way? 11. Why? 12. How would she speak 
of your mother? 13. What would you call Mister Rice's wife? 

14. What title do we give to a woman who is married ? 

In writing the titles, Mister and Mistress, we always abbrevi- 
ate or shorten them. Thus : — 

" Mister Hill " is written Mr. Hill. 
" Mistress Hill " is written Mrs. Ilill. 
14 



Mrs. is pronounced " Missis." The short title Miss is never 
abbreviated. 

Read this sentence : — ■ 

Mr. Walker, Mrs. Davis, and Miss Cole have visited our 
school. 

1. What does Mr. stand for? 2. Mrs J 3. How do these 
abbreviations begin? 4. What mark follows them? 5. Why 
is there no period after Miss f 

Ex. 1. Write these sentences, filling the blanks with names and 
titles : — 

■ is a good blacksmith. His wife is called . 

and ■ have three sons. My teacher is . is a 

young, unmarried woman. 

Titles used with names of persons should begin with cap- 
itals. 

Abbreviations should have periods after them. 

Ex. 2. Learn these abbreviations and the words for which they 
stand : — 

Dr. stands for Doctor. Jr. stands for Junior. 

Rev. stands for Reverend. St. stands for Street. 

Hon. stands for Honorable. Ave. stands for Avenue. 

Ex. 3. Make a list of the names of ten people that you know, 
using every title and, abbreviation in this lesson. 

Ex. 4. Write the following sentences after having read them 
once : — 

Write to Dr. Thomas C. Warren. 
Rev. Robert W. Ward is a clergyman. 
Mr. and Mrs. Davis and Miss Davis have called. 
What is the name of the father of James Long, Jr. ? 
15 



16. — Names of Cities, Towns, and Streets. 




This train runs from Portland, Maine, to Boston. 
Dr. Gay lives on Spring St., in the town of Andover. 
His office-boy is driving in Woodland Ave. 

1. What cities are named in these sentences? 2. What town? 
3. With what kind of letter do their names begin? 4. Why does 
Boston begin with a capital? 5. What street is named? 6. What 
avenue? 7. How do their names begin? 8. In what state is Portland? 
9. How should you write the name of it? 

Ex. 1. Write statements in answer to these questions: — 

1. In what city or town do you live? 2. In what state? 
3. On what street is your dwelling-house ? 4. What city have 
you visited? 5. Where does your uncle live? 

Names of cities, towns, states, and streets should begin 
with capitals. 

16 



Ex. 2. Write these sentences after hearing them read once : 

Has Mrs. Rand gone to New York? 
Mr. Long and Dr. White are in Washington. 
How far is it from Boston to Salem ? 
Does Miss Sarah Short live on Pearl St. ? 
Rev. J. H. Reed lives on Columbus Ave.' 



17.— A Picture Study. 

Ex. 1. Try to make up for your teacher an interesting story 
about the picture in Lesson 16. If you do not think of much to 
say, ask yourself questions about — 

What is in sight. What draws the train. What it runs 
upon. How fast the train moves. Who are in it. Where it 
stops. Why. 

Where Dr. Gay has been left. Where the boy is going. 
What kind of horse he has. What kind of carriage. Why 
the horse has stopped. How he feels. The danger. The 
warning of the engineer. 

Ex. 2. Write the description or the story that you have made. 



18. — The Turtle. 

Carefully observe a turtle, and after telling orally what you can 
about it, write a composition on the subject. These questions will 
suggest something to say. 

1. Where do turtles live? 2. What is the color of the 
bottom of a stream ? 3. Why is the turtle dark above ? 

4. What might happen to a turtle when walking on the land ? 

5. Why does it have a hard shell ? 

17 



6. If you touch a turtle, what will it do? 7. What kind 
of legs has it? 8. For which are they better fitted, walking 
or swimming? 9. To w T hat bones does the shell of the 
turtle compare? 

10. Where does the turtle lay its eggs? 11. Does the 
mother care for the little ones? 12. Have they teeth? 
115. What do they eat? 14. Where do they stay in winter? 
15. Name several kinds of turtles. 



19. — A Selection to Learn. 

Of the folio (fin;/ four selections learn the one that you under- 
stand and like the best, and at some time write it from memory. 

KINDNESS AND TRUTH. 

True worth is in being, not seeming, — 

In doing, each day that goes by, 
Some little good, — not in dreaming 

Of great things to do by and by. 
For whatever men say in their blindness, 

And spite of the fancies of youth, 
There's nothing so kingly as Kindness, 

And nothing so royal as Truth. 

PERSEVERANCE. 

Never give up! for the wisest is boldest, 
Knowing that Providence mingles the cup ; 

And of all maxims the best, as the oldest, 
Is the true watchword of — Never give up ! 
18 



CHAEITV. 



Believe not each accusing tongue, 
As most weak people do ; 

But still believe that story wrong 
Which ought not to be true. 



IDLE WORDS. 



O, many a shaft at random sent 

Finds mark the archer little meant ! 

And many a word at random spoken 

Mav soothe or wound a heart that's broken ! 



20.— A Choice of Words. 
Ex. 1. Write five statements and five questions, using one of 
these words in each : — 



led 


no 


meat 


new 


wood 


lead 


know 


meet 


knew 


would 



Ex. 2. Spell a word similar in sound to each of the following, 
and use it in a sentence : — 



in pane 


right 


see 


son 


pair 


ow red 


lain 


sale 


sum 


rows 



Ex. 3. Make a list of other words, that sound alike but differ 
in meaning. 



21. —Contractions. 
Frank is not here. Frank isn't here. 

I was not absent. I wasn't absent. 

Mary has not gone. Mary hasn't gone. 

19 



1. Read the sentences that are alike in meaning. 2. How are they 

unlike? 3. How do we make isn't from is noli A. Of what words is 
wasn't made? 5. What letter is omitted in the short, or contracted, 
form? 6. What takes its place? 

Not is often contracted to rCt, and written as part of the 
word before it. The apostrophe ['] takes. the place of the letter 
left out. 

Ex. 1. Write contractions of the following expressions: use 
them first in statements and then in questions: — 

is not does not had not 

was not did not have not 

would not has not do not 



22.— A Description of a Slate. 
Ex. 1. Place your slate on your desk ami answer th 



your suite on yo 
questions about it orally. Make complete statements. 



use 



1. What is on your desk? 2. In shape is it square or. 
oblong? 3. About how long and wide is it? 4. How many 
parts has it? What are they? 

5. Is the slate animal, vegetable, or mineral? 0. Did it 
come out of amine or a quarry? 7. Is its surface rough or 
smooth? 8. Has it lines ruled on it? 

9. Of what is the frame made? Do you know the kind? 
10. In how many pieces ? 11. Where and how are they fast- 
ened together? 12. What keeps the slate from falling out? 
13. Has the frame a cover? 14. What is the cover for? 
15. For what do you use your slate? 

Ex. 2. Write a description of your slate in three paragraphs 
by answering the questions. 

20 



23. — Names that mean More than One. 




1. Tell which of these words name a single thing only : 



)ird 


ducks 


girl 


boats 


tree 


)irds 


duck 


girls 


boat 


trees 



2. Mention those that name more than one thing. 3. What letter 
would you add to duck to make it mean more than one? 4. How would 
you change oars to make it mean only one? 5. How do we change 
names that mean one thing so that they will mean more than one ? 

A word that names only a single thing is called singular. 
A word that names more than one is called plural. 

Ex. 



1. Spell the plural of- — ■ 






rose pencil slate 


robin 


rail 


book pen clock 


lion 


letter 


21 







Ex. 2. Write these sentences, changing the singular names to 
plural names : — 

Have you sent the barrel ? 

Can the cobbler mend my shoe t 

What made the rainbow disappear? 

The bluejay made the nest in the tree. 

I have searched both house and barn. 
Most singular names are made plural by adding s. 

Ex. 3. Make the names in this selection plural. It is worth 
learning. 

The robin had built in the apple-tree high ; 
Low down in the moss dwelt the sparrow so shy ; 
The wren wove her nest in the jessamine fair ; 
The oriole hung up his castle-in-air — 
Heigh-ho ! how do they know 
Every summer to build them just so ? 



24. — A Talk about Leaves. 

1. In what season do the leaves first appear? 2. How did 
that season get its name ? 3. What do the leaves come out 
from ? 4. When were these buds formed ? 5. How were they 
kept from freezing during the winter? 

6. Why is autumn called the fall of the year? 7. Do you 
know of any tree that does not shed all its leaves in autumn ? 
8. Name some trees that are never bare. What name is given 
to this kind of trees? 9. What are the slender leaves of 
pine trees called? 10. Of what use to little plants are fallen 
leaves? 11. What other uses have they? 12. In what coun- 
tries are the trees leafy all the year? 

Put what you have been saying into a little composition about 
leaves. 

22 



■ 2 5, --Stories to be Told. 

Ex. 1. Read this story silently twice, and then try to tell it to 
your classmates : — 

Patty had received a doll's trunk at Christmas ; and as Prue seemed to 
wish for one, the grandmamma, who acted as " fairy godmother " to the 
children, gave her one for her birthday. 

It happened to be a little smaller than Patty's, and Patty liked nothing 
better than to call Prue's attention to the fact. 

Prue bore it very well ; but finally, when Patty said with a pitying air, 
" Prue, I'm so used to my big trunk that when J look at yours it looks so 
small to me ! " Prue turned quickly to say, — 

"Well, I don't care, Patty, you're not a bit nice! It isn't the sinall- 
ness you ought to look at when anybody gives you anything — it's the 
kindness ! " 

Ex. 2. Write this story, using the following words in place 
of those that mean about the same : — 

Clergyman ; intelligent ; Sabbath ; inform ; in what place ; 
quickly ; answered. 

An English minister once said to a bright little girl in his Sunday- 
school, " If you will tell me where God is, I will give you an orange." 

" If you will tell me where He is not," promptly replied the little girl, 
" I will give you two." 



26.— A Picture Described. 

Describe to your teacher the picture in Lesson 23. 

These questions may help you. Your teacher will explain 
what is meant by the foreground or background of a picture. 

1. How many persons do you see ? 2. What is each one 
doing ? 3. Describe the dress of each. 4. What else do you 
see ? 5. What may the basket contain ? 6. What conversa- 
tion may be going on? 7. Tell a story suggested by the 
picture. 

23 



27. — Forms of Names to show the Owner. 



-^jtilNlffi 







This fioz/'s name is Frank. 

Frank's boat is a sloop. 

The sloop's sails are both set. 

1. To whom does this name " Frank " belong? 2. Who is the own* f 
of the boat? 3. What word shows to what the sails belong? i. What 
is the ending of these names: boy's, Frank's, sloop's 1 } 5. For what do 
you think the 's is used ? 

When we add 's (apostrophe-s) to the name of the owner, it 
shows possession; that is, we show to whom or to what some- 
thing belongs. 

Such names are called 



Ex. 1. Mention the possessives and tell /chat each shows: — 
The king's palace;- the spider's web ; the bird's song. 

24 



Ex. 2. Copy these sentences, filling the blanks with names that 
will show to whom or to what the object belongs : — 

This is Dr. horse and carriage. 

Where is Mr. house ? 

sister is much older than mine. 

drawing is prettier than 

The song is sweeter than the . 

The tongue is rough. 

The blood is cold. 

We add 's to singular names to form possessives. 

Ex. 3. Hear these sentences read once, and then write them 

correctly : — 

Franklin's kite was made of silk. 
Hasn't Mr. Stone heard the news ? 
Our friend's letter must be answered. 
Are not two mistakes too many ? 
Charles's pen doesn't write. 



28. — A Description and a Story. 

Ex. 1. Make up a story from the picture in Lesson 27. 
Call it Frank's Birthday Present. Think it over, and then tell 
it to your classmates. 

These phrases may suggest a part of what you will say : — 

Frank Hale — living in country - — just ten years — an ex- 
press package — his Uncle James. Eager to sail it — mother's 
permission — early Saturday morning — mill-pond — two hours 
— great sport — message to uncle. 

Ex. 2. Write the story, dividing it into two paragraphs. 
25 



29. — A Choice of Forms. 

That farmers trees are loaded with apples. 
The farmers plow in the spring. 

1. What is a farmer? 2. How many do we mention in the first 
sentence? 3. How many in the second? 4. What is the plural of 
farmer? 5. To whom do the trees belong ? 6. Spell the possessive of 
farmer"} 7. How do the plural and the possessive of farmer differ? 

Ex. 1. Spell the plural of — 



barn 


hoe 


wagon 


churn 


cow 


rake 


horse 


cart 


turkey 


scythe 



Spell the possessive of these words. 

Ex. 2. In the following sentences supply either the plural or 
the possessive of these words, as you think right : — 

friend sailor monkey rabbit 

1. Good seldom quarrel. 

2. My house was burned last night. 

3. What do do for us ? 

4. A life is full of danger. 

5. The face is almost human. 

6. are found in Brazil. 

7. We found a tracks in the snow. 

8. They never shoot for sport. 

Ex. 3. Write these sentences after hearing them read once : — 

Is every pupil's book shut? 
Are all the pupils here to-day? 
Miss Hunt's poems make a volume. 
There goes the dot-tor's horse ! 
Well people need no doctors. 
26 



30. —A Little Poem to Study. 

DOING ITS BEST. 

I am but a tiny cricket, 
Living in a summer thicket — 

There I take my rest. 
Many songs are gayer, prouder; 
Many a voice is sweeter, louder — 

But I do my best. 

In my song there's no complaining, 
Even when the sky is raining ; 

Birds fly east and west — 
Silent hide in leafy cover; 
But I chirp till all is over, 

Doing still my best ! 

Ex. 1. Find in the poem answers to these questions : — 

1. What is it that seems to be talking? 2, Where is its home ? 
3. What does liny mean ? 4. What songs are sweeter than a cricket's ? 
5. What do we call the music that this insect makes ? 6. Can you find 
out how he makes it? 7. What do the birds do when it rains? 8. 
What does the cricket do then ? 9. What example does the cricket set 
for us? 10. 

Ex. 2. Learn these stanzas, and write them from memory. 

Ex. 3. Write the folloioing as six lines of poetry. Indent 
every other line, beginning with the second. There should be nine 
capitals. 

"I would not hurt a living thing, however weak or small; 
the beasts that graze, the birds that sing, our father made them 
all; without his notice, I have read, a sparrow cannot fall." 

27 



31. — A Description of a Watch. 

Ex. 1. Crive your teacher and classmates an oral description 
of a watch. These questions may help you, but there is much 
more for you to say : ■ — 

1. What is the use of a watch ? 2. Of what is it com- 
monly made ? 3. What are the two chief parts ? 4. Why is 
the case needed ? 5. What is the use of the works ? 6. What 

is the use of the glass ? 7. On the face are twelve . 8. 

What does each of the three hands show? 9. How is the 
watch kept going? 10. Why is chain needed? 11. Where 
are watches made? 12. How does a watch differ from a 
clock? 13. What is a sun-dial ? An hour-glass ? 

Ex. 2. Write what you can about " A Watch" without look- 
ing in your book. 



32. — The Study of a Picture. 

Meyer von Bremen was a German artist who was very fond 
of children, and delighted to paint them. Let us study this 
picture of " The Little Brother." 

Ex. 1. 1. Around what does interest center in the pic- 
ture? 2. Describe the expression upon each face. 3. De- 
scribe the appearance of the younger girl. 4. What signs of 
affection are shown ? 5. Describe the furniture of the room. 
6. How has the boat been made ? 7. What else in the pic- 
ture interests you? 8. Can you find other pictures by this 
artist ? 

Ex. 2. Write a story suggested by the picture. Call it " The 
Happy Family." 

29 



33. — Names of Days and Months. 

Ex. 1. Fill the blanks in these sentences, with words, not 

with figures : — 

Sixty seconds make a . In an there are 

minutes. Twenty-four are a . clays make a 

— . Their names are Sunday, Monday, Tuesday, Wednesday 

Thursday, Friday, Saturday. Saturday a.m. means Saturday 
before noon. Monday p.m. means Monday after noon. 

Ex. 2. 1. How do the names of the days begin? 2. What 
do a.m. and p.m. stand for? 3. Write sentences telling what 
you do on each day of the week. 

Ex. 3. Learn these names and abbreviations for the twelve 
months of the year : — 

September . Sept. 

October . . Oct. 

November . Nov. 

Aug. December . Dec. 

Which three names are not abbreviated? Explain why. 

The names of the seasons — spring, summer, autumn, winter 
— need no capitals. 

The names of holidays and special days like Labor Day, 
Easter, Good Friday, should begin with capitals. 

Ex. 4. Write sentences that tell in what month and season 
the holidays that you knoiv about come. 

Names of days and months and their abbreviations should 
begin with capitals. 



January . 


Jan. 


May 


February . 


. Feb. 


June 


March . 


. Mar. 


July 


April . . 


. Apr. 


August 



34. — A Poem to Study. 



Henry Wadsworth Longfellow, the best 
beloved of American poets, was born at 
Portland, Me., Feb. 27, 1809. He died at 
Cambridge, Mass., where most of his life was 
spent, March 24, 1882. He wrote many 
beautiful poems which children delight to 
read and study. Many of them may well be 
learned by heart, and among them is tht 
following : — 




THE VILLAGE BLACKSMITH. 

Under a spreading chestnut tree 

The village smithy stands ; 
The smith, a mighty man is he, 

With large and sinewy hands ; 
And the muscles of his brawny arms 

Are strong as iron bands. 

His hair is crisp, and black, and long, 

His face is like the tan ; 
His brow is wet with honest sweat, 

He earns whate'er he can, 
And looks the whole world in the face, 

For he owes not any man. 



Week in, week out, from morn till night, 
You can hear his bellows blow ; 

You can hear him swing his heavy sledge, 
With measured beat and slow, 

Like a sexton ringing the village bell, 
When the evening sun is low. 
31 



And children coming home from school 

Look in at the open door: 
They love to see the flaming forge, 

And hear the bellows roar. 
And catch the burning sparks that fly 

Like chaff from a threshing floor. 

Toiling, — rejoicing, — sorrowing, 

Onward through life he goes ; 
Each morning sees some task begin, 

Each evening sees it close ; 
Something attempted, something done, 

Has earned a night's repose. 

Thanks, thanks to thee, my worthy friend, 
For the lesson thou hast taught ! 

Thus at the flaming forge of life 
Our fortunes must be wrought; 

Thus on its sounding anvil shaped 
Each burning deed and thought ! 

Ex. 1. 1. What is a smithy'? 2. "What kind of work docs a black- 
smith do ? 3. What are brawny arms ? -i. What makes muscles strong? 
5. Describe the smith's face. 6. What is there in the second stanza that 
shows he is industrious? Honest? 7. What is the bellows for? 8. 
What is a sledge? A sexton ? 9. What attracts the children ? 10. Ex- 
plain the last line of the fourth stanza. 11. What gives him repose at 
night? 12. In the last stanza who is speaking to the blacksmith? 13. 
What does wrought mean? 14. By whom are our fortunes wrought? 
15. What lessons may we learn from this blacksmith? It;. Why do 
you like this poem ? 17. Find and learn two stanzas thai arc omitted 
here. 

Ex. 2. Describe the blacksmith, <t»<J then //is smithy in a few 
short sentences arranged in two paragraphs. 



35. —About Fish. 

After a conversation lesson write sentences in answer to these 
questions. Make three paragraphs. 

1. What is the general shape of a boat? Why? 2. Of a 
fish ? Why ? 3. How is a rowboat forced through the water ? 
a steamboat? 4, How does a fish force itself through the 
water? 5. Which fin corresponds to the propeller of a steam- 
boat ? . 6. Why can a fish float ? 

7. What do you breathe ? 8. What does a fish breathe ? 
9. Where is it? 10. For what purposes does a fish take water 
into the mouth? 11. Where does it pass out? 12. Over 
what does it pass? 13. Watch a fish constantly open and 
close its mouth. Why does it do this? 14. What is the use 
of the gills? 15. Why must the water pass over them? 

lt>. What is the color of the blood of a fish? 17. With 
what is the fish covered? 18. Why are the scales hard? 
19. Does a fish need to be protected from cold? Give your 



36. — How to write Dates. 

Ex. 1. How many months in a year? 

2. Which three months have very short names ? 

3. What do these abbreviations stand for? 

Mar. Jan. Dec. Aug. Nov. 

Sept. Oct. Apr. Feb. 

America was discovered Oct. 12, 1492. 
The Pilgrims landed Dec. 21, 1620. 

Ex.2. 1. In what year was America discovered? In what month ? 
On what day of the month J 2. In what year did the Pilgrims land ? On 
what day of the month ? In what month? 3. What is the present date ; 
that is, the month, day, and year? 4. In writing dates, what comes 



first? Second? Last? 5. What mark always comes between the day 
of the month and the year ? 

Ex. 3. Write dates to complete these sentences : — 

To-morrow will be . 

was my birthday. 



Our next holiday is . 

began a new century. 

Washington was born 1732. 



37.— When to use "is" and "are." 

Review Lesson 23. 

1. Which of these words stand for one only? 

we they she trees some 

cousin he tree it anybody 

2. Which stand for more than one? Which are singular 
and which plural ? 

3. Study the following sentences, and then tell why are is 
used, and why is is used : — 

One window is open. He is rich. 

Two windows are shut. They are poor. 

We use is with words meaning one, that is, with singular 
words. 

We use are with words meaning more than one, that is, with 
plural words. 

Ex. 1. Fill the blanks with is or are : — 

1. The apple red. 5. she willing? 

2. The apples ripe. 6. they coming? 

3. The books here. 7. the cars late ? 

4. This book torn. 8. the train ready? 

34 



Ex. 2. Supply singular or plural words as you think right : — 

1. The is old. 5. Is the long? 

2. Young are small. 6. Are the cut ? 

3. Our are dull. 7. Are the locked ? 

4. My is kind. 8. Is ray done ? 

Ex. 3. Change is to are and are to is in each sentence, and 
show what other words must be changed : — 

1. The miser is unhappy. 5. My lesson is easy. 

2. Are his money bags full? 6. Spiders are not insects. 

3. Eagles are made of gold. 7. How delicate the web is ! 

4. Is the coin a new one ? 8. How is the patient ? 



38. — "There is/' or "There are." 

We must be careful to say " There is" when speaking of 
one, and " There are," when speaking of more than one. Thus, 
we say — « .. 

There is only one egg in the basket ; but — 

There are five eggs in the basket. 

There's is a contraction of there is. What letter is left out ? 

Ex. 1. Use is or are in the blanks : — 

1. There a robin in the apple-tree. 

2. There some little robins in the nest. 

3. There bees in the clover blossoms. 

4. There no danger in going. 

5. There a few daisies by the roadside. 

6. there any orange-trees in the grove ? 

7. there a bridge across the river? 

8. There James and Henry. 

9. There many mistakes to be avoided. 

35 



Ex. 2. In which of these sentences can therms be used ? 

Ex. 3. Write these sentences after hearing them read : — 

Abraham Lincoln was born Feb. 12, 1809. 
Dr. and Mrs. Smith called Aug. 27, 1902. 
George St. is near Lincoln Ave. in Omaha. 
Nellie's seat in the Lincoln school is empty. 
Come the first Wednesday in February. 



39.— Story-Telling. 
Reproduce this story, first orally and then in writing. 

THE DAISY-PICKERS. 

A king once called his servants to him and asked them to gather 
daisies, — as many as they could find. The boys and the girls were 
delighted. They set off for the fields and hills, each striving to find the 
best. 

One little boy was lame and could not run with the others. Soon quite 
alone, he limped to a shady valley near by, meaning to get what he 
could, though they might not be perfect ones. lie quickly tired, and 
came back with only a handful. 

When all the king's servants were together with their flowers, the 
king took up the bunch that the lame boy brought, and thought them the 
brightest and the whitest of them all. 



40.— The Exclamation Point. 

When we talk, the tones of the voice may show that we are 
much excited, or surprised, or pleased. 

When we write, we may show these feelings by placing an 
exclamation-mark (!) after our words. Thus : — 

Father ! The stable's afire ! Where's the ladder ! Be quick I 

Tom ! Get the horse out ! What a narrow escape I 



Write what you might exclaim — 

If a child had broken through the ice ; if your fingers were 
cold ; or if you had seen a rainbow ; or if a severe storm were 
coming ; or if you had received a present of a watch. 



41. — How to write Quotations. 




"lama pedler," said Henry. 
" What do you sell ? " asked Mrs. Ward. 
Henry replied, " I sell candy and apples." 
" Is your candy good ? " inquired his mother. 



1. Just what did Henry say in the first sentence? 
what his mother said in the second sentence. 

37 



Tell 



aiy 



When we repeat the exact words of another person, we are 
said to quote them, or to make a quotation. 

3. Quote Henry's answer to his mother's first question. 4. What 
is the quotation in the fourth sentence? 5. Read the four quotations. 
6. How does each one begin? 7. How many of them are statements? 
8. How are the statements separated from the rest of the sentence ? 

9. Read the two quotations that are questions. 10. By what mark arc 
they followed? 11. What marks do you observe before each quotation ? 
What after each? These marks [" "J which inclose the quotation are 
called quotation marks. 

1. A quoted sentence must begin with a capital; 

2. It must be inclosed in quotation marks ; 

3. It must generally be set off from the rest of the sentence 
by a comma or a question mark. 

Ex. 1. Supply enough in each line to make a properly written 

quotation. 

eyes are tired said Charles. 

must have strained said his father. 

The coasters shouted the track ! 

The fox remarked grapes are sour. 

your tickets ready called the conductor. 

many stars has our flag asked Mr. Hayes. 

Ex. 2. Try to finish the conversation between the little pedler 
and his mother, as begun in Lesson lj.1. 

Ex. 3. Write the story of " The Little Pedler." 

Ex. 4. 1. A man who received a dime for rescuing another from 
drowuing, said, " Do you think you're worth so much, sir? " 

2. " Did you give your sister her choice of apples, as I told you to 
do? " asked Mrs. Davis of her son Hoy. 

"Yes, mother," said the sellish fellow, "I told her that she might 
have the little one or none." 



43. -A Story to Tell. 

Tell the story about Benjamin Franklin to your classmates 
after reading or hearing it. Can you tell the lesson it teaches ? 



TURNING THE GRINDSTONE. 

When I was a little boy, I remember, one cold winter's morning, I 
was accosted by a smiling man with an axe on his shoulder. " My pretty 
boy," said he, " has your father a grindstone ? " " Yes, sir. 11 said I. 

" You are a tine fellow, 11 said he; " will you let me grind my axe 
on it ? " 

Pleased with the compliment of " fine little fellow, 1 ' " Oh yes, sir," 
I answered. " It is down in the shop." 

" And will you, my man," said he, jmtting me on the head, " get me 
a little hot water? " 

How could I refuse ? I ran and soon brought a kettleful . 

" How old are you? and what's your name?" continued he without 
waiting for a reply ; "I am sure you are one of the finest lads that ever 
I have seen ; 'will you just turn a few minutes for me ? " 

Tickled with the flattery, like a little fool, I went to work, and bitterly 
did I rue the day. It was a new axe, and I toiled and tugged till I .was 
almost tired to death. The school-bell rang, and I could not get away; 
my hands were blistered, and the axe was not half ground. 

At length, however, it was sharpened ; and the man turned to me with, 
"Now, you little rascal, you've played truant; scud to school, or you'll 
rue it ! " " Alas ! " thought I, "it was hard enough to turn a grindstone 
chis cold day, but now to be called a rascal is too much." This expe- 
dience I have never forgotten. 



Ex. 1. What is the meaning of accosted, compliment, flattery, 
rue ? 

What might Benjamin have done when he heard the school- 
bell ? 

Bo you ever hear the expression, " That man lias an axe to 
grind ? " What does it mean? 



44. — A Letter to Copy. 

3 I 8 ciayi/vaxx/U/fc Q/u-ey., 
TTl/iiy cLeyaA/ otnxX, — 

J)t UXlA/ n>eyVu/ fwYVcL 
t/YV OvpO-Uy to k^/YVcl TWey £MAycJv d/ iKyO/Uy- 

\aaaaL (JnAAAA/rvvcxAs 4aAeA*/n/fc. muA^ 
(Xlcott Uv cLeytu^nytpuX. J) nya/i>ey 'beyaycL 
" oUytttey TJjTcvYYiye/ny " uaAx>LAX^ny tu>u2^y 

O/nyct tfOXX/YVft/ UOUy LoA/ true/ QAaXZ. 

CLuyTvt ctuo/tey ^e/rvt cu cy^byuy oL 

" Ol/VT\X>tn/Uy'^y o^AAye/^t " t/O TW^y / YV TWUp 

uX^thydya/uy Jit \Ju a>e/i/"up \yrvttA^y^t\yYva- 
ex taJWy iK>o-r[y^ Ti/cvuo ouyt oL truo 

rUAMyiyC/ L)JjAxxA/\L>. OVJO tW/^CU/rtCp [As 

i)-L/mAs IhxlaaajJiAaL. Wt/ umaL *xhAaJl> lyt 

tK-Oyt (Ky? 

"XLcvuA/ gAyOvteypuX y\AAW\A/, 

Tlba/lTUy Pa/liteA. 






Ex. 1. Copy the letter on page 40 carefully ; notice just where 
each line begins and where capitals and punctuation marks are 

used. 

Ex. 2. Draio an outline of the envelope, and copy the address. 



45. — Letter-writing. 

1. In the letter on page 40 what shows where the writer, Mary 
Parker, lives? 2. When was her letter written? 3. How will Ethel 
know where to direct her reply ? 4. How does Mary salute her friend? 
5. How many paragraphs in the body of her letter? 6. Where does each 
begin? 7. How does she end her letter ? 

The first two lines of a letter should show just ivhere the 
writer lives, so that the answer may be sent to the right place 
without delay. In small places where there are no postmen, 
the street and house number may be omitted. The third line 
in the letter shows when it was written. 

These first three lines in a letter are called the Heading. 
41 



The fourth line contains some pleasant greeting called the 
Salutation, which may be varied according to the relations of 
the writer and the receiver of the letter. 

On the fifth line the main part, or Body, of the letter begins. 
Each paragraph should be correctly indented. 

After the body of the letter comes some kindly or courteous 
expression that shows the feeling of the writer towards the per- 
son to whom the letter is written. This we sometimes call the 
complimentary ending. Nothing else should be written on the 
same line with it. 

Other forms of closing are, Yours sincerely; Cordially yours; 
Yours truly ; Yours respectfully. The last two are rather for- 
mal for letters of friendship. 

Lastly comes the Signature of the writer, which should 
always be carefully written in full. 

Ex. 2. Copy the letter in Lesson 44- Use in the leading your 
street and number, your city and state, and the present date. 
Instead of writing to Ethel Anderson, you may use tlie name of 
one of your friends, and sign your own name to the letter. 

Ex. 3. Write Ethel Anderson's reply to Mary's letter. Ad- 
dress the envelope carefully. 



46 —The Address on Envelopes. 

Envelope addresses should always be carefully written in 
such a way that the postoffice clerks and the postmen may 
know exactly where the letters are to be sent. 

The proper title should be used with the name. 

The street and house number should be given. 

The name of the city or town should occupy the third line. 

The name of the State should be written in full. 
42 



The stamp should be placed right end up in the upper right- 
hand corner. 

The whole address should be placed on the envelope without 
crowding, and so that it will appear to be well balanced. 

Ex. 1. 1. Draw an oolong six inches by three to represent an 
envelope. 2. On it write the address of the person to whom you 
wrote the letter in Lesson 44- Use the title Miss or Mr., and 
write the name in the middle of the envelope. 3. If a postman 
is to deliver the letter put the number of the house and the name 
of the street on the next line. 4. On the third line write the 
name of the city or town. . 5. On the fourth line write the name 
of the state in full. 6. Draw an outline of the stamp. 

Ex. 2. On paper cut oblong or square to represent envelopes, 
address letters to 

Your father ; your mother ; your cousin ; your teacher ; to 
the principal of your school ; to the superintendent ; to a doc- 
tor ; to a clergyman ; to the author of this book. 



47. — A Letter to be Written. 

Imagine that you were this lit- 
tle Rosie writing a letter to her 
mother. 

If you cannot think what she 
would say, use this outline : — 

Eager to write — finding paper, 
pen, and ink — table too high — 
chair just right — where Taffie had 
been — not allowed on table — often 
in chair — tried to write, too — paw 
too big for bottle — what she did — 
the stains — whose fault — what is 
to be done ? 
















48.- 


— Sentence-making. 




Tell by whom and for 


what purpose 


these arc 


used : — 


rake 


bellows 


pitchfork 


plow 


anvils 


plane 


scythe 


corkscrew 


engines 


punches 



49.— Somebody's Mother. 

It was a cold winter's day, and the ground was covered with ice. A 
poor old woman, ragged and gray, and trembling with age, stood at 1 la- 
corner, afraid to venture across the crowded street. She waited for a 
long time ; but the hurrying lines of wagons and carriages and busy men 
rushed past her like an endless stream. How could she cross without 
danger of being run over by some careless driver ? 

After a while some schoolboys, shouting and laughing, came half 
sliding, half running along the slippery street. They were glad, not only 
because school was out for the day, but because the snow flakes were 
falling thick and fast. 

It was the first snow of the season, and they were talking of the sport 
they would soon have coasting down the long hillside. Past the poor old 
woman they hurried without a thought of her trouble. Only one, the 
gayest of them all, saw how weak and timid she was, and stopped to 
help her. 

" I will help you across if you wish to go," he said. With her trem- 
bling hand resting upon his strong, young arm, he guided the poor old 
woman in safety to the other side of the street. He did not stop to hear 
her thanks. With a light and happy heart he hastened to overtake his 
young friends, who were now some distance ahead of him. 

Two or three of the more thoughtless among the boys were ready to 
laugh at him for stopping to help an old woman. " It was only a little 
thing to do, boys," he answered, "and, then, she's somebody's mother. 
Someone, sometime, may give a helping hand to my mother if it ever 
happens that she is poor and old, and her own boy is faraway." His 
companions made no answer, for they felt that he was right. 

That night when the poor old woman knelt down in her humble home, 
the prayer that she said was : " God be kind to that noble boy. and bless 
him in every time of need." 

— Selected. 



Read this story and then tell it to your classmates. Tell.it, too, 
at home. What lesson do you draw from it ? 



50. — Verses to be Learned. 

They, my child, who idly sing of beauty 

In the eyes and in the hair, 
Sing of beauty that is not ; let it never be forgot — 

Beauty ne'er beginneth there ; 
If there's beauty in the heart, there is beauty everywhere. 

Ex. 1. Learn these lines ; then write them from memory. 
Ex. 2. Try to explain the folloiving proverb : — 
Handsome is that handsome does. 



51. — An Object to be Described. 

Ex. 1. With a cube before you, answer orally the folloiving 
questions : — 

1. Does the object before you take up room or space ? 
2. Has it weight? 3. Is it therefore a solid? 4. What is 
the outside of a solid called ? 5. How many sides or surfaces 
has this solid? 6. What is the shape of each of these sur- 
faces? 7. What, then, is a cube ? 

8. How many edges has a cube ? 9. How many corners 
has it? 10. How many angles has each side of the cube? 
11. What kind of angles are they ? 12. How many angles 
have all the sides or faces of a cube ? 

Ex. 2. Stand before your class and tell what you can about a 
cube. 

' Ex. 3. Write ten statements about a cube. 

45 



52. — Domestic Animals. 

First, have a talk in the class; thru write about " Domestic 
Animals.'''' 

1. What are wild and what are domestic animals ? 2. What 
does quadruped mean ? 3. Mention three domestic quadrupeds 
that you know about. 4. How do they compare in size? 

5. Tell in what respects two or more of them are alike. 

6. How are they unlike ? 7. What kind of food does each one 
eat? 8. Which requires the most care? 9. How is each one 
useful to man? 10. Are any of them used for food? If so, 
what is the flesh of each one called? 



53. — Contracted Words, 

Ex. 1. Copy these contractions, and learn the full form of each. 
Repeat them until they are very familiar. 

I am not . . I'm not. 

,, T ( We're not. 

VV e are not . ) 

( \V e aren t. 

■* T ( You're not. 

i ou are not . ) _ 

( 1 ou aren t. 

rjr, ( They're not. 

rhey are not . ) J 

J I They aren't. 

Ex. 2. What does the apostrophe in a contraction show ? 
2. What letter is left out in I'm ? In you're, we're, and they're t 
In he's, she's, it's? 3. What two letters are left out in 'tisn't .' 

Never use Hint or an't either in speaking or in writing. 
Supt. is the abbreviation for /Superintend, nt. 
Mention some other abbreviations that you have learned. 
Try to tell the difference between abbreviations and contractions. 

46 



He is not . . 


i He's not. 
\ He isn't. 


She is not . . 


t She's not. 
| She isn't. 




( It's not. 


It is not . , 


• } It isn't. 




( 'Tisn't. 



54. — Using Contractions. 

Ex. L. Answer these questions orally by filling the blanks with 

suitable contractions : — 



1. 


Is he coming ? 


No, 


not coming. 


2. 


Are you going? 


Yes, 


going. 


3. 


Is it true ? 


No, 


not true. 


4. 


Are we invited ? 


No, 


not invited. 


5. 


Are they here ? 


No, 


not here. 


6. 


Is she your friend? 


No, 


my friend. 


7. 


Am I the one ? 


No, 


the one. 


8. 


Is it there ? 


No, 


■ there. 


9. 


Are we safe ? 


Yes, 


safe. 


10. 


Is he well ? 


Yes, 


well. 



Ex. 2. Write the answers that you have given. 

Place a comma after the replies "yes" and "no" when 
followed by other words. 

Ex. 3. Write these sentences at dictation : — 

" Hurrah ! it's snowing, 1 ' cried Nell. 
" I think it'll turn to rain," said Lou. 
"John, what time is it? " asked Mrs. Dane. 
He replied, " It's just twelve o'clock, mother." 
Father writes, " We shall be at home Tuesday." 



55. -When to use "Aren't." 

We may use aren't, a contraction of are not, with plural 
words, if we are careful to sound the letter r. Remember that 
" aZvbt " is never to be used. 

Fill the blanks with suitable contractions : — 

1. Aren't we to go? No, not to go. 

2. you well ? Yes, very well. 

47 



3. they here ? No, not here. 

4. the waves high? you afraid ? 

5. the fires out ? No, burning yet. 

6. the berries ripe ? No, not ripe yet. 

7. you going to church ? No, not. 

8. I shall go if it too late. 

9. the clouds beautiful ! 10. the sunset grand ! 

11. They here how. 12. there one ? 

We use wrong contractions because they are shorter, and we 
clip our words, and run them together. We should take great 
pains to use right forms, and to speak distinctly with pure tones, 
not only in school but on the play-ground and at home. 

" Bad habits gather by unseen degrees, 
As brooks make rivers, rivers run to seas." 



56. — A Talk about Leaves. 

1. What is the common color of leaves ? 2. What other 
colors have they which you remember? 3. What are the 
colors in earliest spring? 4. What are the colors of autumn ? 
5. Of what use are the fallen leaves ? 

6. In summer of what use to us are leaves? 7. Of what 
use are they to birds? 8. Do you know of any animals thai 
feed upon the leaves of trees? 9. Have you ever seen a palm 
leaf in use ? 

10. What do we call all the leaves of a tree taken together? 
11. How do leaves act when the wind blows? 12. What tree 
of those that you know has the largest leaves? 13. Which the 
smallest ? 14. What trees do you know by the shape of their 
leaves ? 

After trying to tell orally what the questions suggest about 
leaves, you may tell it in writing. 

48 



57. — A Picture Story. 

Tell orally and then in writing 
the story of the " Little Gardener.'''' 

Think of: His name — where 
he is going — the time of year — 
his broad hat — names of tools 
— what each is for — what' he 
leaves behind — what grows in his 
garden — what he expects it to 
yield. 

Tell what insects, birds, and 
other animals may injure his gar- 
den ; in what way any of them 
may help him. 




58. — The Comma with Name of one Spoken to. 

Grandma, when does the moon rise? 
Have you seen it, mother? 
No, Edward, it is not in sight. 

1. Who is spoken to in the first sentence? 

2. What mark separates the name from the rest of the sentence ? 

3. In the second sentence who is addressed or spoken to ? 

4. How is mother set off from the rest of the sentence? 

5. Who is addressed in the third sentence ? 

6. How many commas are needed to separate his name from the rest 
of the sentence ? Why are two needed ? 

7. Tell for what else a comma is sometimes used. 

The name of a person spoken to should be set off from the 
rest of the sentence by commas. 

The names of persons spoken to in this way are sometimes 
called Vocatives. 

49 



Ex. 1. In writing this exercise use the name of some person 
spoken to : — 

1. Ask your teacher a question about alcohol. 

2. Give an order to a storekeeper. 

3. Tell an expressman what you wish him to do. 

4. Ask a physician some question about a patient. 

5. What might one need to say to a clerk at the post-office? 

6. What should you say to a gentleman who does you a 
favor ? 

7. What might you say to your dog? 

Sentences that command or request are called command 
sentences. They are followed by periods. 

How many of the sentences that you have just written are 
command sentences ? 

Ex. 2. Write the following at dictation: — 

Bertha Wright, you may write Yes, and each cup holds ten 

this. spoonfuls. 

When you reach home, Wil- Come on, boys, the hell's ring- 
Ham, write to us. ing. You'll be late. 

Mary, are both cups full ? 



59. — Words to be Defined. 

After a conversation about the following objects, write sentence 
to tell what each is : — 

a napkin a plow a tailor a bicycle 

a sandwich a widow a crayon an automobile 

a grandfather an orphan a model a tornado 
50 



60. — To be Written from Memory. 

FOR MORNING. 

Here hath been dawning another blue day, 
Think, wilt thou let it slip useless away? 

Out of eternity this new day was born ; 
Into eternity at night must return. 

See it aforetime no eye ever did ; 

So soon it again from all must be hid. 

Lo, here hath been dawning another blue day, 
Think, wilt thou let it slip useless away ? 

— Thomas Carlyle. 
FOR EVENING. 

If we sit down at set of sun 

And count the things that we have done, 

And counting find 
One self-denying act, one word 
That eased the heart of him who heard, 

One glance most kind, 
That fell like sunshine where it went, 
Then we may count that day well spent. 

— Ella Wheeler Wilcox. 



61. —A Composition : Vegetables. 

After a talk about " Vegetables" answer these questions in writh- 
ing in such a way as to make a composition on the subject : — 

1. What vegetables grow in your vicinity? 2. Of which 
do we use the roots as food? 3. Of which the seeds? 4. Of 
which the leaves ? 5. Of which the stems or stalks? 6. Which 
grow on vines? 7. Which are eaten raw? 8. Which are 
eaten when unripe ? 9. Which contain seeds ? 10. Can any 
of these vegetables be called fruits ? 

51 



62.- Was" or Were." 

I was glad. We were coming. 

He was sad. You were going. 

She was late. The}" were staying. 

It was black. Eight were running. 

One was right. Several were waiting. 

1. Read these sentences, emphasizing the first word. 2. Read them, 
emphasizing the second word. 3. How many are meant by / .' I>\ //< .' 
by she? by it ? by one? 4. Do we use was or were with such words? 
5. With what kind of words do we use was? 

6. How many are meant by we, you, they, several? 7. Should we 
use was or were with such words? 8. With what kind of words do we 
use were ? 

Ex. 1. Supply was or were, as you think right : — 

1. The day warm. 6. Noises heard. 

2. The air still. 7. Drops falling. 

3. We riding. 8. The wind blowing. 

4. Clouds rising. 9. The storm severe. 

5. Lightning — — seen. 10. They kind to us. 

Ex. 2. Supply singular or plural words, as you think- right: — 

1. The was cold. 6. The were on the ice. 

2. The was blowing. 7. was skating. 

3. were walking. 8. were sliding. 

4. were flying. 9. The was cracking. 

5. was hazy. 10. was happ; . 



63.— "Was" or "Were" in Questions. 

We must always say " you were " and k ' were you'/ ' " Wai 
should never be used with "you.'' 

52 



Ex. 1. Fill the blanks ivitli was or were: — 

Where lie ? he there ? 

Where I ? we there ? 

Where you ? it there ? 

Where she ? you there ? 

Where they ? I there ? 

Where we ? ■ they there ? 

Where the horse ? the horses there ? 

Practice till you can say these rapidly without a mistake. 

Ex. 2. Fill the blanks with singular or -plural words : — 

Was the in the nest ? Was the ripe ? 

Were there any in it ? Were the sour ? 

Was her — — near by ? Was the hungry ? 

Were singing? Where was ? 

Was the sweet ? Where were ? 



64.— A Poem to Learn. 

Learn this selection and write it from memory. Your teacher 
will ask you questions about it. ■ 

THE CHILD'S WORLD. 

Great, wide, beautiful, wonderful world, 
With the wonderful water around you curled, 
And the wonderful grass upon your breast, — 
World, you are beautifully dressed. 

The wonderful air is over me, 
And the wonderful wind is shaking the tree : 
It walks on the water, and whirls the mills, 
And talks to itself on the tops of the hills. 
53 



You, friendly Earth ! how far do you go, 

With the wheat-fields that nod, and the rivers that flow ? 

With cities, and gardens, and cliffs, and isles, 

And people upon you for thousands of miles ! 

Ah ! you are so great, and I am so small, 
I tremble to think of you, World, at all ; 
And yet, when I said my prayers, to-day, 
A whisper within me seemed to say, — 

" You are more than the Earth, 
Though you are such a dot : 
You can love and can think, — 
But the Earth cannot. 

— Matthew Brown. 



65. — The Study of a Picture. 

1. Give a name to the picture on the opposite page. 2. Does 
it show an ordinary occasion in school ? 3. What seems to be 
going on? 4. Who are the men seated at the table? 5. What, 
is the master doing ? 6. In whom does the interest center and 
why? 

7. What question may have been asked by the committee ? 
How many of the pupils appear to have answered it ? 8. Are 
all equally interested? Give your reasons. 9. What can you 
say of the conduct of some of the children? 10. Describe the 
girl on the front seat. 11. Compare this schoolroom with your 
own. 12. How should you like to attend this school? Tell 
why. 

The scene is in Germany, and the artist's name is Omichen. 
What do you think of his skill ? 

Write the story of " The School Examination." 
54 



66.— About Fruits. 

After a conversation lesson, write answers to the following ques- 
tions in such a way as to make a composition on " Fruits " : — 

1. What kinds of fruit grow near where you live ? 2. Which 
of them grow on trees ? 3. Which on bushes ? 4. Which on 
vines? 5. Tell in what month each kind ripens. 6. Which 
are sometimes dried for food? 7. What drinks are made from 
fruits? 8. What kinds are brought from warm countries? 
9. Can you name the country from which each comes ? 



67. — A Choice of Words. 

There means in that place. 
Their means belonging to them. 
They're means they are. 

Ex. 1. Select the right one of these three words to supply in 
each of the following sentences: — 

1. Have you moved books ? 

2. Let them stay . 

3. they come with dogs ! 

4. expecting you to-day. 

5. When were you last? 

6. living now with friends. 

Ex. 2. To show the use of these words, xorite six sentences, two 
for each word. 

Ex. 3. Write these sentences as they are read: — 

Doesn't a cat walk on his toes ? It's never too late to mend. 

Yes, they're soft as cushions. Don't cry if you've done your best. 

Aren't his claws each hidden There's another one there. 



in a sheath ? 



GO 



68. —Sentence-Making. 

Write sentences telling the kind of work that each of these per- 
sons does : — 

tailor architect cobbler artist motorman 

carpenter milliner florist engineer printer 

barber cooper miller sailor stenographer 



69. -A Fable. 

Explain what a fable is, and tell one that you know. Grive this 
one in your own way. 

JUDGING BY APPEARANCES. 
A humming-bird met a butterfly. Being pleased with the butterfly's 
beauty and the glory of his wings, she proposed that they should always 
be friends. "I cannot think of it," said the butterfly, "as you once 
spurned me and called me a crawling dolt." " Impossible ! " exclaimed 
the humming-bird ; " I always had the highest respect for such beautiful 
creatures as you." " You may have now," said the butterfly ; " but when 
you insulted me, I was a caterpillar. So let me give you a piece of 
advice. Never insult the humble : it is rude and unkind ; besides, they 
may be better than they seem." 



70. — About the Sun. 

I. What does the sun do for us ? 2. Where does the moon 
get its light? 3. From what, then, does our moonlight really 
come? 4. How is it that the sun, in the west at night, ap- 
pears in -the east in the morning ? 5. How often does the 
earth turn around ? 

6. Does the sun always set exactly in the west? 7. When 
do we see it more nearly overhead, — in winter, or in summer? 
8. In what part of the world is the sun nearly overhead all 
the time? 9. What kind of climate does this make ? 10. In 
what months do we have our longest days ? Our longest nights ? 

II. When we in the north have summer, what is the season 

57 



in the southern hemisphere ? 12. Is December with us a warm 
or a cold month ? 13. What is it in Australia ? 14. In what 
month do boys skate in that country? 

" The unwearied sun, from day to day, 
Does his Creator's power display ; 
And publishes to every land 
The work of an almighty hand." 

Ex. 1. Write the facts that you have learned about the sun. 
Tell what it seems to be — where it seems to go — and what 
good it does. Write two questions about it that you cannot 

answer ? 

Ex. 2. Think over what you have learned, and study what you 
have written. Then be ready to stand and talk about the sun. 



71. — A Description. 




Ex. 1. First talk 
about this picture. Then 
write a full description. 
Arrange your sentences 
in four groups or para- 
graphs. 

1. The Child: Age 
— dress — position — 
his thoughts. 

2. The Pump: Its 
use — the material — 
the different parts — 
where the water comes 
from — what brings it 
up — its shadow. 



3. The Trough : Made of what — by whom and how — of 
what use — of what use is the iron rod ? 

4. The Birds : Kind — number — what doing — home. 

Ex. 2. Using this picture, write a story of " Tom and his 
Pigeons^ 



72. -"Has" and "Have." 

1. Has the hell rung? 3. One bell has rung. 

2. Have the bells rung ? 4. Two bells have rung. 

1. In which of these sentences is only one thing spoken of? 2. In 
which do we speak of more than one? 3. When we speak of one bell, 
do we use have or has"? 4. Which do we use when we speak of more 
than one bell ? 5. When do we use has? 6. When do we use have? 

Ex. 1. Fill the blanks with singular or plural names : — 

1. The have come up from the pasture. 

2. The old has been fed. 

3. The — has gone to sleep. 

4. the corn been planted ? 

5. the larkspurs blossomed yet? 

6. All the has been picked. 

7. All the have been gathered. 

Ex. 2. Use " have a book " or " has a book " with these 
ivords : — 

we you they Mary 

he she one Mary and Susie 

I it all everybody 

Practice repeating them with the whole list rapidly. 



73. — About this Book. 

Ex. 1. Answer these questions orally, and then in writing. 

Use short, distinct sentences. 

1. How many pages has this book? 2. How many fly 
leaves ? 3.. What is the first printed page called ? 4. What 
is the title of this book? 5. Who is the author? 6. What 
is an author? 7. Who are the publishers of this book? 
8. What do we mean by "publishers"? 9. What does a 
" Table of Contents " show? 10. How does an " Index " help 
us? 11. Who provides you with school-books? 12. How 
should you treat books ? Why ? 

Ex. 2. Write about some other book in a similar way. Ask 
yourself other questions about it, and find out the answers. 



74. — For Reproduction. 

ABRAHAM LINCOLN AND HIS BOOKS. 

Abraham Lincoln was the most remarkable man our country 
has produced. Notwithstanding his humble birth, his poverty, 
his lack of schooling, and his rude pioneer life, he became the 
foremost American. Loved and honored for the nobility of his 
character and his great service to his country, he stands to-day 
enrolled in the Hall of Fame by the side of Washington. 

Among the influences that shaped his character that of his 
mother doubtless comes first. The books that he read hold the 
second place. These were very few, but they were of the best 
He walked miles to borrow " Pilgrim's Progress/' " The Poems 
of Robert Burns," and " Plutarch's Lives," and read them 
over and over again by the light of the fire upon the hearth. 
He worked three days for a neighboring fanner at twenty-five 
cents a day, and bought a " Life of Washington." This he 



read while the horses were resting and in the loft of his father's 
log cabin long after the rest of the family were asleep. 

But there was one book that he read in his boyhood more 
than any other. It was the only book the family owned, the 
Bible. From this book his mother taught him to read and 
spell. Through her instruction his life from first to last was 
governed by its sacred principles. In later life when he had 
become a master of English he rarely made a public address 
without an illustration or quotation from its pages. 

This loving friend he lost when he was eight years old, but 
her influence and memory never died. Long years after he 
said, " All that I am I owe to my mother." 



75. — The Squirrel. 

Before trying to talk or write about " The Squirrel" see what 
you can learn by actual study of the animal. If you wish to 
record your observations in another way, you need not follow these 
questions. 

1. Describe the squirrel's movements among the branches of 
the trees. 2. How is it fitted for climbing ? 3. Why can it 
not run rapidly ? 4. What do you first notice about a squirrel ? 
5. What is its shape ? 6. What use does he make of it when 
resting ? when jumping ? 7. How is it held before jumping ? 
during the jump? 

8. Why is it not necessary for a squirrel to have large ears ? 
9. In what way would large ears be a trouble to it? 10. Why 
does it need prominent eyes? 11. Where are they placed? 

12. From what direction are its enemies likely to come ? 

13. What are the squirrel's enemies? 

14. What is peculiar about the upper lip? 15. What 
animal has a similar lip? 16. Describe the front teeth. For 

61 



what are they used ? 17. Name an animal having similar 
teeth. 18. Upon what do squirrels feed? 

19. Where do they obtain food in winter? 20. What 
proves that they do not sleep all winter? 21. Where do 
squirrels live ? 22. Are they useful or troublesome to man ? 
23. In what ways ? 




76.— The Mountain and the Squirrel. 



Ralph Waldo Emerson, the most distin- 
guished of American writers, was born in 
Boston, May 25, 1803. He lived nearly fifty 
years in Concord, Massachusetts, where he 
died in 1882. 

Commit this selection to memory, </>/<] 
try to tell the lesson it teaches. 



The mountain and the squirrel 
Had a quarrel, 

And the former called the latter " Little Prig ! " 
Bun replied, 

" You are doubtless very big, 
But all sorts of things and weather 
Must be taken in together 
To make up a year, 
And a sphere : 
And I think it no disgrace 
To occupy my place ; 
If I'm not so large as you, 
You are not so small as I, 
And not half so spry ; 
I'll not deny you make 
62 



A very pretty squirrel track. 
Talents differ; all is well and wisely put; 
If I cannot carry forests on my back, 
Neither can you crack a nut.' 



— R. W. Emerson. 



77. — Names made Plural by adding es. 

Spell the plural of — 

sled, skate, net, turkey, monarch, muff. 

How are names generally made plural? 

The following words are made plural by adding es. Pro- 
nounce their plurals : — 

glass box fez dish church 

tax topaz wish arch 



1. How many syllables are there in the singular of these words? 
2. How many in the plural ? 3. How do the words, in the first column 
end? 4. In the second? 5. In the third? 6. In the fourth? 7. In 
the fifth? 8. How would they sound if only s were added ? 

Names ending in s, x, z, sh, or soft ch, form, their plural by 
adding es to the singular. 

The possessive of the singular of such words is made in the usual way 
by adding 's. The plural and the possessive happen to sound alike. 

Ex. 1. Read these sentences, and tell which words are singu- 
lar : — 

Listen ! Was that a fox's bark ? 
Three foxes have been caught. 
How many Jameses are there in the class ? 
Charles's family name is Mason. 

Could you have told by the sound which words were singular ? 



Ex. "2. Spell first the possessive and then the plural of these 
words : — 

grass lass Agnes ostrich 

bush branch larch box 

Ex. 3. Use the plural of these same ivords in sentences. 

Ex. 4. Write these sentences from dictation: — 

Were there boys in the lady's carriage ? 

Bring Harry's hat and James's coat. 

Are these books yours or theirs ? 

I'm glad that you're here. 

He hears you. Here's enough. 

Are the churches open on Christmas P 



78. -A Story to be Retold. 

After hearing your teacher read this story, and same of yowr 

classmates tell it, reproduce it in writing, lie view what yon have 
learned about quotations. 

" I wish that I had friends to help me on," cried idle Dennis, yawning. 

" Friends ? Why, you have ten," replied his master. 

" I'm sure I haven't half so many, and those that I have are too poor to 
help me." 

" Count your fingers, my boy," said the master. 

Dennis looked at his large, strong hands. 

" Count thumbs and all," added the master. 

" I have; there are ten," said the lad. 

" Then never say you have not ten friends able to help you on in life. 
Try what those true friends can do before you begin to fret because you 
do not get help from others." 

Try to explain the following : — 

Poor Richard says, " God helps them that help themselves." 
" God gives every bird its food, but he does not throw it into the nest." 
6i 



79. — A Review Lesson. 

Ex. 1. Write a statement about clouds. 

Change this statement to a question. 
What words are always written with capitals? 
Use in a sentence a word pronounced like vain. 
Write a sentence containing two contractions. 

Ex. 2. Write a sentence containing two abbreviations. 
Use the possessive of Mr. Curtis in a sentence. 
Write a command sentence containing a comma. 
Write a sentence beginning " There's — " 
Write a question beginning " Is there — " 

Ex. 3. Write a sentence containing a quotation. 

Use the contraction for are not in a question. 
Tell the shortest month of the year in a sentence. 
Use Aug. and P.M. in a sentence. 
Write a sentence containing a question used as a 
quotation. 



80.— Verses to Remember. 

Commit this selection to memory and then write it : — 

Be you tempted as you may, 
Each day and every day 

Speak what is true — 
True things in great and small ; 
Then, though the sky should fall, 
Sun, moon, and stars and all, 

Heaven would show through. 

— Alice Caret 






81. — A Conversation about Rain. 

1. What is it that falls in the form of rain ? 2. What is it 
that floats along in the sky ? 

3. Where do clouds begin to form? 4. If you were in 
a mist on a mountain-top, would you call it cloud or fog? 
5. Where would you look for fogs ? 

6. Do rain-drops always fall straight down? 7. Why do 
they sometimes beat hard against the window-pane ? 8. What 
takes their place in winter? 

9. Where does snow never fall? 10. 

What is the difference between snow and 

hail? 11. Where do they come from? 

12. Then where do the}' go? 

13. Into what do rivers flow? 14. What good docs rain do? 

15. Did you know that some tribes of people never see a drop 

of rain ? 

Ex. 1. Write out what you have been talking over, and add 
something more that you can say about rain. Tell when t«> ex- 
pect it, and what effect a shower might have. Tell what some- 
times happens in a shower. 



Nothing can live 
without moisture. 



82. — An Invitation and the Reply. 

You are to have a grove party next Saturday. Write a letter 
inviting somebody whom you want to come, and telling the 
time, the place, and anything else that is necessary. Tell what 
may be brought for the sports, and what is to be done if it 
rains. 

Ex. 1. Write the letter ax if you were talking. 

Suppose the friend whom you invited lias recently sprained 
an ankle while playing. A letter tells just how it happened, 






and. how sorry the writer feels not to be able to attend your 
party. It suggests two games to be played, and. invites you to 
bring your company to the writer's house, in case it rains, where 
everything will be ready for a pleasant party. 

Ex. 2. Write the letter that might be sent under these circum- 
stances. 

83. — The Baltimore Oriole. 

This lesson should be given in the proper season, and after 
actual study of the oriole. It should then be written. 

1. What are the colors of this bird. ? 2. For whom is it 
named? 3. Oriole comes from a Latin word meaning golden. 
Why is this bird called, the oriole ? 4. What leads us to think 
it a tropical bird ? 5. How early in the spring do orioles 
come ? 6. In what trees do they build their nests ? 

7. What is the shape of an oriole's nest? 8. Why is it 
made so deep? 9. Of what is it made? 10. What does the 
bird use for a needle in weaving the nest? 11. Which bird 
does the weaving, the male or the female ? 

12. For what purpose does a bird build a nest? 13. Which 
of the pair sits upon the eggs ? 14. Which is brighter in color? 

15. Why is the bird not easily seen when sitting in the nest? 

16. At what season can you find the nests most easily? 

17. Which bird is the better singer? 18. Where are orioles 
in winter? 19. Why do they go away? 20. Upon what do 
they feed ? 

" They'll come again to the apple-tree, — 
Robin and all the rest, — 
When the orchard branches are fair to see, 

In the snow of the blossoms dressed, 
And the prettiest thing in the world will be 
The building of the nest." 
67 



84. — How to write Titles of Books. 

The title of this book is " New Lessons in Language." 

Have you ever read " Seven LittJe Sisters " ? 

Do you take " The Youth's Companion"? 

Her composition was on " The Way to be Happy." 

1. What two books are named in these sentences ? 2. What paper? 
3. What composition title is given? 4. How are all these names, or 
titles, inclosed ? 5. Do all the words in these titles begin witli capitals ? 
G. Which words do begin with capitals? 

The principal words in the titles of books should begin 
with capitals. 

When used in sentences, the titles of books should be in- 
closed in quotation-marks. 

Ex. 1. Write answers to the following questions in distinct 

sentences : — 

1. What is the name of the last book that you read? 

2. What arithmetic do you use ? 

3. What newspaper do you have at home ? 

4. What was the subject of your last language lesson? 

5. What is the largest book that you have ever seen? 

6. What children's magazines have you seen ? 



85. — Synonyms. 

1. I am weary. 2. I am tired. 

3. In what place does he reside? 4. Where does he live? 

5. A difficult lesson. 6. A hard lesson. 

1. Read the first two sentences. 2. Are they alike in meaning? 
3. How are they unlike? 4. What does weary mean ? Tired ? .0. Read 
the third and fourth sentences. 6. What does reside mean ? 7. What 
three words in the third sentence mean the same as where f 8. Which 



would you rather learn, a difficult lesson or a hard one? 9. What two 
words in the first two sentences have nearly the same meaning? 10. 
What two in 3 and 4 ? In 5 and 6 ? 

Words that have nearly the same meaning are called syn-o- 
nyms. 

Give a synonym for weary; for difficult; for task. 12. Think of a 
synonym for labors in "He labors hard all da}-." 13. What synonym 
can you use for cloudless in " The sky is cloudless"? 14. For odor in 
" The odor of flowers " ? 15. For flowers'? 16. What are synonyms ? 

Ex. 1. From the words in the last two columns, select synonyms 
for the words in the first two : — 



rich 


wise 


lazy 


aged 


weak 


ignorant 


wealthy 


learned 


strong 


old 


industrious 


small 


busy 


little 


feeble 


uneducated 


indolent 


pleasant 


powerful 


agreeable 



Ex. 2. Use the words in the last two columns in sentences; 
then substitute their synonyms, and see whether the meaning re- 
mains about the same. 

Ex. 3. From the following words select the synonyms, and 



write them in pairs : 


— 






thankless 


gather 


select 


scares 


brief 


collect 


sphere 


separates 


ungrateful 


divides 


short 


globe 


companions 


frightens 


choose 


associates 



Ex. 4. Give roords that are opposite in meaning to the words in 
Exercises 1 and 3. As : defeat, victory ; wide, narrow. 



86. -"Hasn't or "Haven't." 

Of what is hasn't a contraction? What is the contraction 
for have not ? 

Ex. 1. Fill the blanks with hasn't or haven't: — 

Has he enough ? No, he enough. 

Have they come ? No, they come. 

Have you heard ? No, I heard. 

Has she done it? No, she done it. 

Ex. 2, Ask questions about the following, using hasn't or 
haven't : — 

flowers it stars oil beets 

clouds ice houses ship forest 

Ex. 3. Change have to has and has to have in these sen- 
tences, and make other changes, if any are needed : — 

1. The spider has eight legs. 

2. Whales have warm blood. 

3. A fish has cold blood. 

4. Butterflies have four wings. 

5. Plants have roots, stems and branches. 

6. A fern has no flowers. 

7. Deaf-mutes have but three senses. 



87.- Study of a Leaf (held in the Hand).* 

1. What is its color? 2. Is it the same on both sides? 
3. Which side is darker? 4. Which is the upper or sunny 
side? 5. Is it a thick leaf or a thin one? 6. Is it glossy or 
dull? 7. Is the surface rough or smooth? 8. Can you see 

* For this lesson and for Lesson 91 the children may each have some common, Biraple 
leaf. The questions may then he applied to leaves of various kinds The number <>f 
points to be compared will gradually increase. 

70 



what makes it rough ? 9. Is the leaf blunt or pointed at the 
top? 10. What is its shape at the base? What is the base 
of a leaf? 11. Is the margin even and smooth? Is it scal- 
loped or wavy or notched? 12. Compare the edges of the 
leaf-pictures. 13. Which are compound and which are simple 
leaves ? Of which kind is yours ? 

After the questions, give a clear description of your leaf. 




LILY OF VALLEY. GERANIUM. 



SWEET BRIER. 



HORSE CHESTNUT. 



88. — Plural Names ending in "ies." 

1. What is the plural of these words ? What does the y 
follow ? 

day ray key valley boy toy guy 

The letters a, e, i, o, u, and sometimes w and y, are called 
vowels. The other nineteen letters of the alphabet are con- 
sonants. 

2. What are the last two letters in the following words? 

3. Should you say that the y in them comes after a vowel or 
after a consonant ? 

ruby lady fly story duty 

71 



The plural of these words is 

rubies ladies Hies stories duties 

4. To what is the y in lady changed to make the plural 
ladies ? 

5. How is it changed in the other words ? 

Ex. 1. Write the plural of these words by changing yto ies: — 

berry lily fairy city lady 

pony enemy sty ditty story 

" cherry cry body jelly dairy 

daisy tidy reply fly duty 

Ex. 2. Try to use the plural of ten of these words in sent\ na % 

Words ending in y after a consonant are made plural by 
changing y to ies. 

Ex. 3. Write these sentences as they are read : — 

Did you thank Mrs. Lane for the cherries, Alice ? 
Yes, mother, I said, " Thank you, ma'am." 
I should have said, " Thank you, Mrs. Lane." 
Do such lilies grow in the valleys? 
The tallest chimneys are in cities. 



89. — Our Country's Flag. 

Ex.1. After a conversation about the "United States Flag" 

write a composition on the subject. You may illustrate what you 
write if you wish. 

Make several paragraphs of what you write, and observe the 
following order : — 

1. Material ; shape ; size ; colors.. 

2. Parts : field, stars, stripes. 

72 



3. Number of stripes accounted for ; number of stars. 

4. Uses; emblem of what? 

5. Various names given to it ; feelings at sight of it. 

6. Flags on schoolhouses ; where ? why ? 

7. The Flag Salute ; its meaning. 

Ex. 2. Notice which of these verses begin farther from the 
margin than others, and write them so when learned. Verses 
that rhyme have the same indentions. 

Flag of the heroes who left us their glory, 

Borne through their battle-field's thunder and flame, 
Blazoned in song and illumined in story, 
Wave o'er us all who inherit their fame. 
Up with our banner bright, 
Sprinkled with starry light ! 
Spread its fair emblems from mountain to shore, 
While through the sounding sky 
Loud rings the nation's cry, 
Union and Liberty, one evermore ! 

0. W. Holmes. 
THE FLAG SALUTE. 

" I pledge allegiance to my Flag and to the Republic for 
which it stands, — one nation, indivisible with liberty and 
justice for all." 

" 'Tis the star-spangled banner ! 
Oh, long may it wave 
O'er the land of the free 

And the home of the brave ! " 



90. — Sentence-making. 

After a conversation, write sentences to describe these objects : — 
postage stamp post-office telegram postage 
postal card postman letter-box mail 

73 



91. 



Study of a Leaf (in the HandK 

[See Lesson 87.] 





RED SWAMP MAPLE. 



1. PEACH. 
2. ST. JOHNS- 
WORT. 



1. Which side of 
the leaf shows the 
framework more 
plainly? 2. When 
you try to look 
through it toward a 
window, is the frame- 
work more distinct? 
3. Is there one main 
rib, or are there sev- 
eral from the base? 4. Are there any branches? 
5. Do they spread as in a feather or like the fin- 
gers of a hand? 6. Can you see any still finer 
branches, like veins ? 7. Do these veins run par- 
allel, or do they cross each other like the meshes 
of a net? 8. Does the thin, green blade run quite 
down both sides, or has the leaf a stalk? 9. Can you see 
where the stalk joined the stem from which it came, or has a 
part been lost in picking the leaf? 10. Find out what is 
meant by a sessile leaf. 

Ex. 1. Write a description of a leaf that you have examined, 
following the questions in Lesson 87 as well as these. 

Ex. 2. Ansioer questions 3, 4, 5, 6, and 8 in regard to all the 
leaf -pictures. 

92. — A Poem To Learn. 

THE CLOUD. 

" I bring fresh showers for the thirsting flowers, 
From the seas and the streams ; 
I bear light shade for the leaves when laid 
In their noonday dreams. 



From my wings are shaken the dews that waken 

The sweet buds every one, 
When rocked to rest on their mothers breast 

As she dances about the sun. 

I sift the snow on the mountains below, 

And their great pines groan aghast ; 
And all the night 'tis my pillow white, 

While I sleep in the arms of the blast. 

I am the daughter of earth and water, 

And the nursling of the sky; 
I pass through the pores of the ocean and shores; 

I change, but I cannot die." 

— Percy Bysshe Shelley. 

Make a study of this poem, answering your teacher s questions 
about it. 

93. — More Contractions. 

For what expressions are these the contractions? What letters 
are omitted f Use these contractions in statements or in questions. 

we've he'll wouldn't didn't 

that's you'll they'll 'twasn't 

I'll you've where's shouldn't 

I've 'twill couldn't let's 



94. — Plural Possessives. 

lady's clerks tailor's birds 

ladies clerk's tailors bird's 

1. With Avhat letter do most plural names end? 2. Tell which of 
these names mean more than one. 3. Which show that only one is 
meant? 4. For what is 's used ? 

75 



The store belonging to my brother is closed. 
My brother's store is closed. 
The store belonging to my brothers is open. 
My brothers' store is open. 

5. What difference do you see in the meaning of the first and second 
sentences? 6. In that of the third and fourth ? 

7. Who owns the store that is closed? 8. Who the one that is open ? 
9. How many owners has the first? The second? 10. What is the 
difference between brother's and brothers'"? 11. Which is singular? 
Which plural? 

Ex. 1. Tell whether these objects have one owner or more than 
one : — 

the girl's sled my uncle's children the bird's nest 
the girls' sled my uncles' children the birds' nest 

Plural names ending in s are made possessive by adding the 
apostrophe only. 

Ex. 2. Tell whether these are singular or plural possessives, 
and why : — 

lady's merchants' baker's lions' 

ladies' merchant's bakers' crow's 

swans' Indians' farmers' sons' 



95. — A Talk about Gems. 

1. What precious stones can you mention by name? 
2. Which do you know at sight? 3. Mention two uses for 
diamonds. 4. Of what color are they? 5. Why are they 
valued? 6. Where are they found, and how do they look be- 
fore they are cut? 7. What is a lapidary? 8. From what 
are pearls obtained? 9. What metals are used in the setting 
of jewels ? 

76 



96. — A Picture Story. 
Ex. 1. Tell orally 
and in writing the 
story that this pic- 
ture suggests. Call 
it " Tofs Adven- 
ture" 

Tell how Tot was 
once left alone; 
how the dressing- 
case looked to him ; 
about his curiosity; 
how he got up; 
what he saw; what 
he thought of { 
himself ; how he 
was found ; and 
what his mam- 
ma said to him. 

Ex. 2. De- 
scribe everything 
that is on the 
dressing-case, 
and tell what else you think 




the 



97. — Meanings of Words, 

After a conversation l.'sson, or a little study with the dic- 
tionary, write sentences to tell what these articles are : — 

beef mutton venison pork tallow 

hay maize raisins cider cream 

77 



>ynonyms. 

Ex. 1. Read the following expressions, using simpler words 
from the list in place of those that are italicized : — 

shorten chief story help prompt 

loving get tell strong accident 

1. assist the weak ; 6. obtain work; 

2. a powerful man ; 7. my principal study ; 

3. lessen the time ; 8. be punctual ; 

4. an interesting narrative ; 9. a frightful disaster ; 
5 notify the doctor; 10. an affectionate son. 

Ex. 2. Use these changed expressions to make sentences, with- 
out such words as he, it, that, and this. 



99. — A Story to Write. 
Write this story after hearing if read once. 

CONTENTMENT. 

A generous old man. who had many acres of land, once put up this 
sign near the edge of a field : " I will give this field to whoever is happy 
and contented." 

Presently some one applied to him. and the old man asked: " So you 
are a contented person, are you-? " — "I am, sir, perfectly," was tin- 
reply. " Then why do you want my field ? " 



100. — Domestic Fowls. 

Answer the following questions in a talk with your class and 

your teacher, and then write about the subject from memory: — 

1. Mention in a sentence three domestic fowls that you 
know about 2. How do they compare in size? 3. In what 

78 



respects do they differ? 4. How are their young produced? 
5. Which are stronger — their wings or their legs ? 6. What 
kinds of food does each eat? 7. Where do they get their 
food? 8. How should you describe their cries or the noises 
they make? 9. Where and in what position do they spend 
the night? 10. How is each useful to man? 11. Which do 
you think is the most valuable ? Why ? 



101. —For the Memory. 

Copy these verses, learn them, and later write from memory. 

We must not horje to be mowers, 

And to gather the ripe, golden ears, 
Unless we first have been sowers 

And watered the flowers with tears. 
It is not just as we take it, 

This wonderful world of ours, 
Life's field will yield as we make it, 

A harvest of thorns or of flowers. 



102. — Plural Possessives. 

1. What is added to a singular name to make it possessive? 2. What 
is added to make it plural? 8. How are plural names made possessive ? 

Change these expressions so that the possessive shall be plural 
and possessive. Explain each change in this way : ""That hoys 
skates " means " The skates belonging to that boy." " Those 
boys' skates " means " The skates belonging to those boys." 

my friend's horse that thief's name the hero's hope 

the doctor's eye the lily's bell the mosquito's sting 

the fish's fins the baby's mother the wolf's den 

79 




FEEDING HER BIRDS. 



80 



103.— The Study of a Picture. 

1. Why do you think " Feeding Her Birds " a good title for 
this picture by the French artist, Millet? 2. Where is the 
birds' nest? 3. Which of the three birds interests you? 
Why? 4. Are the parents rich or poor? Why do you think 
so ? 5. Does the father help in feeding the birds ? 6. What 
language do these children speak? 7. How do you think the 
children show their affection for one another? Their unself- 
ishness ? 8. Write a remark that each child might make. 

Tell or write a story suggested hy the picture. 

Try to find other pictures by this artist. In what respect 
are they alike ? Which is your favorite among them ? The 
artist's life is very interesting. Try to find something about it. 



104. — Commas in a Series of Words. 

Our flag is red, white, and blue. 

Grocers sell tea, sugar, rice, and flour. 

Farmers plow, and plant, and reap. 

Men, women, and children make the nation. 

1. What three words tell the color of the flag ? 2. Are they words of 
the same kind ? 3. Are they all used in the same way ? 4. In the sec- 
ond sentence, which words are used alike ? 5. Taken all together, what 
do they show to us ? 

Three or more words of the same kind used in the same way 
make a series of words. 

6. What series of words shows what farmers do ? 7. Are they words 
of the same kind and used in the same \yny P 8. How are they sejja- 
rated? 9. What series is in the fourth sentence? 10. "What does this 
series show ? 11. Why do we call these words a series ? 12. How are 
they separated ? 

81 



The words of a series are kept separate by commas. 

Ex. 1. Write answers to each of the following questions, using 
a series of words in each sentence : — - 

1. What four things may you do in school ? 

2. What can you buy at a furniture store ? 

3. What does the carpenter build ? 

4. What tools does a carpenter use ? 

5. Of what shape may a biscuit be ? 

6. What are called the primary colors? 

7. What are the cardinal points of the compass? 

8. What drinks that you know of contain alcohol? 

9. What are the duties of a gardener ? 



105. -"Who's" and Whose." 
Who's is a contraction of ivho is. 
Whose asks to whom a thing belongs. Thus : — 

Who's going to the river to-day? 

Whose apron is this? — which means — To whom does it 
belong ? 

Ex. 1. Supply who's or whose, and tell why you choose as 
you do. 

1. Do you know playing at first base ? 

2. turn is it to go to the bat? 

3. house is that on the hill ? 

4. the owner of that house ? 

5. Tell me singing you like best. 

6. Tell me waiting at the station. 

Ex. 2. Write three sentences using whose, and three using 
who's. I>o not begin two sentences in the same way. 



106.— A Vacation Letter. 



Up among 
the hills is 
grandfather's 
farni, where for 
weeks you have 
been staying. 
The letters that 
you send to 
your mother 
will be full of 
news. Write 
one now about 
farm life, or 
about catching 
" Old Bess "for 
a ride ; — how 
you c am e to 
meet — what 
each had been 
doing — in what 
sortof place you 
found her — 
what she wanted 

or seemed to say — and why she was attracted by the hat. 
tell what the picture tells and more. 




the letter 



107. — Meanings of Words. 

Learn what these things are from the dictionary or by asking 
questions, if you do not know ; then define in written sentences: — 



prunes 
wine 



sugar 
acorns 



cork 
straw- 



veal 
lard 



bacon 
ham 



Try to tell where these articles are produced. Tell some of the 
uses of cork and straw. 

83 



108. -The First Snow-Fail. 




James Russell Lowell was horn at •• Elm- 
wood,' 1 Cambridge, Massachusetts, on Wash- 
ington's birthday in 1819. lit- was graduated 
from Harvard in 18,58. After a few years 
spent in the study and practice of law, be de- 
voted his life to literary pursuits, lie suc- 
ceeded Longfellow as professor at Harvard. 
He represented our country in Spain, and later 
in England. He died in 1891 at " Elm wood," 
where most of his life had Ween spent. 



The snow had begun in the gloaming, 

And busily all the night 
Had been heaping field and highway 

With a silence deep and white. 

Every pine and fir and hemlock 
Wore ermine too dear for an earl, 

And the poorest, twig on the elm-tree 
Was ridged inch deep with pearl. 

From sheds new-roofed with Carrara 
Came Chanticleer's muffled crow, 

The stiff rails were softened to swan's down, 
And still fluttered down the snow. 

I stood and watched by the window 

The noiseless work of the sky, 
And the sudden flurries of snow-birds, 

Like brown leaves whirling by. 

I thought of a mound in sweet Auburn, 
Where a little headstone stood ; 
84 






How the leaves were folding it gently, 
As did robins the babes in the wood. 

Up spoke our own little Mabel, 

Saying, " Father, who makes it snow ? " 

And I told of the good All-father 
Who cares for us here below. 

Again I looked at the snow-fall, 

And thought of the leaden sky 
That arched o'er our first great sorrow, 

When that mound was heaped so high. 

I remembered the gradual patience 
That fell from that cloud like snow, 

Flake by flake, healing and hiding 
The scar of our deep-plunged woe. 

And again to the child I whispered, 

" The snow that husheth all, 
Darling, the merciful Father 

Alone can make it fall." 

Then, with eyes that saw not, I kissed her ,• 
And she, kissing back, could not know 

That my kiss was given to her sister, 
Folded close under deepening snow. 

■ — James Russell Lowell. 

Ex. 1. Tell the meaning of gloaming, ermine, earl, Chanti- 
cleer. What is meant by " ridged inch deep with pearl ? " By 
" new-roofed with Carrara " ? By " sweet Auburn " ? By the 
last line in the fifth stanza? 

Ex. 2. Copy the last two stanzas, and learn the entire poem. 
85 



109.— A Talk about Plants. 

1. Mention something that lives in the air. On land. In 
water. 2. Do any plants live in water? Do any live in air? 

3. Mention the largest and the smallest plants that you know. 

4. Is the grass on a lawn one spreading plant, or many close 
together? 5. What leafless plants grow on rocks or on the 
bark of trees ? 

6. What is the root? 7. What is the part just above the 
ground? 8. What other parts can you name? 9. What is 
an unopened flower? 

10. Do plants have a limited time of life? 11. Find out 
some common plants that live only two years. Only one year. 
12. Can you tell about some trees or other plants — how long 
they live ? 

Write what you have learned from your conversation <i/»>ut 
plants. 



110. — Sixteen Plurals in "ves." 

Most names ending in / or fe add simply s to make the 
plural. As, — 

griefs reefs fifes strifes 

Sixteen common names ending in f or fe make their plurals 
by changing the/ orfe to ves. They are, — 



calf . 


calves 


thief 


thieves 


wife . 


. wives 


half . 


. halves 


elf . 


. elves 


loaf . 


loaves 


staff . 


staves 


self . 


. selves 


wolf . 


wolves 


beef 


. beeves 


shelf 


shelves 


wharf . 


wharves 


leaf . 


. leaves 


knife 


knives 






sheaf . 


sheaves 


life . 


. lives 







Learn these plurals, and use each of them in a sentence. 



111. — Divided Quotations. 

" Which of you," asked Mr. Brown, " can tell what a palace 
is?" 

" I think," said Edna, " that a palace is a king's house." 

1. Read the question that Mr. Brown asked. 2. Into how many parts 
is it divided? By what? 3. How is each part inclosed? 4. What is 
it that we put into quotation marks? 5. Why are not the words asked 
Mr. Brown inclosed in quotation marks ? 

6. Read the second quotation. 7. What words divide it into parts? 
8. How are these words separated from the rest of the sentence ? 

When a quoted sentence is divided into two parts by other 
words, each part must be inclosed in quotation marks, and 
separated from the rest of the sentence by a comma. 

Ex. 1. Write the examples that folloiv as divided quotations 
by changing the place of such expressions as he said. Thus : — 

" We shall go if it does not rain," he said. 
" We shall go," he said, " if it does not rain." 



1. " Run up the flag, for our side has won," Tom shouted. 

2. " Follow the left-hand road and you will find the spring," 

answered the guide. 

3. " How long it is since the train started ! " sighed Harry 

4. " What is the use of the ship's rudder ? " we asked. 

5. The proverb says, " Where there's a will, there's a way." 

Ex. 2. Write at Dictation — 

" Come again," said he, " when you can stay longer." 

" Mother," little Clara asked, " are the stars angels 1 eyes ? " 

"No, my darling," answered her mother, "they are great suns like 

ours." 

"All that glitters is not gold," should read, "Not all is gold that 

glitters. 1 ' 

87 



112. — To be Learned. 
'Mid pleasures and palaces though we may roam, 
Be it ever so humble, there's no place like home ! 
A charm from the skies seems to hallow us there, 
Which, seek through the world, is ne'er met with elsewhere. 

Home, home, sweet home ! 

There's no place like home ! 

— Jonx Howard Payne. 



113. — A Composition: Windows. 

Write what you know about " Windows" after examining those 
in your schoolroom and talking about them. 

1. How many are there? 2. What is their use? 3. Why 
are they opened ? 4. What part is raised or lowered ? 5. In 
what do the sashes move ? 6. What keeps the window opeE ? 
7. How many panes of glass are in each sash? 8. How are 
they fastened in ? 9. What are the mullions? 10. Why do 
we call glass transparent? 11. What is a glazier? 



114. — For Dictation. 

"How old are you, my little fellow?" said Mr. Whittemore, the 
superintendent, to a lad who entered his office January 1, 1901. "I'm 
nine years old," replied the boy, " and I go to the Longfellow School." 

" I can spell separate, gallon, believe, measles, receive, and advertise," 
said Thomas, a pupil in the Lincoln School, "and Wednesday, too, I 
think." 

" My son, hear the instruction of thy father," is a quotation from the 
Bible. 

" There's no time for "William's piece," said the teacher. 

Abraham Lincoln said, " Peace does not appear so distant as it did."' 

''Peace does not appear so distant as it did," said Abraham Lincoln. 

•'Peace.' 1 said Abraham Lincoln, "does not appear so distant as it 
did." 



115. — Synonyms. 

sharp speed fault busy admits manners 
stops polite pain skill advice beating 

Ex. 1. In the first column below, use words from the list in 
place of those that are italicized. In the second column, change 
both words. 

velocity of the wind 

follows good counsel 

industrious as a bee 

a beaver's ingenuity 

a pointed stick 



courteous behavior 
acute suffering 
acknowledges the defect 
ceases to throb 
confesses his error 



Ex. 2. Write sentences containing these expressions. Explain 
orally the meaning of the words that you have changed. 



116. — Nine Plurals without s." 

Nine common names form their plurals without s. They 
are, — 



man . . men 
woman . women 



child 



children 



goose 
foot 



geese 
feet 



tooth . 
mouse 
louse . 



teeth 
mice 
lice 



Ex. 1. Make sentences, using two of the preceding words in 

each sentence. 

Most names ending in o are made plural by adding s ; some 

common ones, however, add es to form the plural. 

Ex. 2. Learn to spell the folloiving plurals. Then use each 

in a sentence. 

cargoes heroes negroes torpedoes pianos 

calicoes mosquitoes potatoes volcanoes solos 
echoes mottoes tomatoes grottos zeros 



117. -A Picture Study. 




'^*F*** 



AN ENGLISH FARMYARD SCENE. 



This picture is from a painting by the English artist, Herring. 

Make a study of the picture, and then write as full a descrip- 
tion as you are able. 

These questions may help you : — 

1. What season of the year is represented? Give your 
reason. 2. What time of the day ? Why do you think so ? 

3. How many groups of animals are shown, and of what kinds? 

4. Which interests you most, and why? 5. In what way are 
these animals useful to man? 6. Which of the buildings is 
the farmer's dwelling? 7. Is this farmer probably kind and 
humane ? Give your reason. 

You will be interested in studying other pictures by this 
artist. 

90 



118. — Possessives. 

I. How do most plurals end? 2. How do most plurals form the 
possessive? 3. What are the nine names that form their plural without 
s? 4. Give their plurals. 

The " nine plurals without s " are made to show possession 
by adding 's, just as in the singular. 

Which of these objects are spoken of as having more than 
one owner? — 

a man's boot children's hands 

men's hats an ox's yoke 

a woman's shoes oxen's horns 

women's gloves a goose's foot 

a child's hands the mouse's nest 

In making names possessive we add only the apostrophe to 
plural names ending in s; but to all other names we add 's. 

Ex. 1. About each of these words ask yourself, first, "Is it 
plural?" second, "Does it end in s?" and then write its pos- 
sessive. 

girls monkeys ladies milkmen Mr. Foss 

women altos oxen banjos thieves 

wife Charles foxes children buffaloes 

Ex. 2. In one column write the singular of these words, and 
in another write their plural ; then change all the words in both 
columns into possessives : — 

gentleman; lady; boys; girls; women; child ; fairy ; negro ; 
calf ; hero ; church ; donkey ; lily ; Germans ; enemy ; Eng- 
lishman ; sheep ; ostrich. 

Ex. 3. Change singular words, to plural tvords. 

My brother's wife is my sister-in-law. 

The hero's victory was celebrated in the city. 



119. — House- Building. 
Observe the houses that you pass on your way /<> school ; ask 
and talk about all the materials in building thou ; then write upon 
the subject. Make short sentences. 

1. What are houses ? 2. Of what three materials are they 
most often made? 3. Of what kinds of wood? 4. Where 
do we get the wood? 5. Of what kinds of stone? 6. Where 
are the quarries? 7. Of what are bricks made? 8. How 
are they joined together? 9. Of what is mortar made? 
10. With what are roofs covered? 11. Why are houses 
painted? 12. What metals are used in building, and for what 
purposes ? 

120.— About Shoes. 

After a conversation lesson write, without the book, all that you 
can about " shoes.''' 

1. Do all tribes and peoples wear shoes? 2. What Btrange 
kinds have you ever seen? 3. Of what were they made? 
4. Of what are our shoes made? 5. Name the several parts 
of a shoe. 6. How are they fastened together? 7. Name 
several different kinds of shoes. 8. What are overshoes? 
9. Of what are they made ? 10. Where does this substance 
come from? 11. What animals wear shoes ? Why? 12. How- 
many shoes does a horse wear ? An ox ? 13. Why does one 
need more shoes than the other ? 



121.-" Not" and "No." 
No means not any. 
Nothing means not anything. 

Nobody means not anybody. 

No one or none means not any one. 



When we use not in a sentence, we must use no other word 
that has not any in its meaning. Say — 

Do not make any mistakes, or Make no mistakes. 

Never say " Dont make no mistakes," for that means " Do 
not make not any mistakes." 

Do not use "no" after "not" in the same expression. 

Ex. 1. From the following words fill each blank so that both 
sentences shall have the same meaning. Thus : — 

" I have no money " means " I have not any money." 

nothing- nobody no one no not 

anything anybody any one any none 

1. I don't want work, or I want ■ work. 

2. I have seen one, or I haven't seen . 

3. He isn't doing — — , or He is doing . 

4. He knows ■ , or He does not know . 

5. He never said , or He always said . 

6. He has pain, or He hasn't pain. 

7. I've called body, or I haven't called . 

8. We have lost , or We have lost thing. 

9. I haven't , or I have . 

10. Haven't you thing? or Have you ? 

Ex. 2. Read aloud the first column of sentences; then the 
second. 



122.— My Schoolhouse Described. 
Write a full description of your schoolhouse. Folloiv this 
order : — 

Where it is ; what its surroundings are ; size of grounds ; 
when built; of what materials ; the size ; height; kind of roof ; 
entrances ; number of rooms and halls ; kind of wood used in 
finishing ; how heated, ventilated, ornamented. 

93 



123. — Two Letters. 

Ex. 1. Write a letter to your uncle about going to school. 

Say where you attend ; what class you are in ; who your 
teacher is ; how far you have to walk ; in just what directions 
you go; what streets you take ; what streets yon cross ; what 
puhlic buildings you pass ; whether you always return by the 
same way. 

Ex. 2. Suppose that a letter from your aunt tells you that 
the "St. Nicholas " is to be sent to you for a year as abirthday 
present. Answer her letter thanking her for the gift, and t< lling 

her how you hope to profit by it. 



124. —Study of Trees. 

[Compare Lesson 133.] 




Ex. 1. Read this lesson through ; then, during the next //en 
or three days, look sharply at such trees as you see, learn what 
yon can about them, and be prepared to answer these questions : 

1. What is a forest? 2. What is a grove? 3. What 
kinds of shade-trees grow in your 

04 



town? 4. Which are 



brightest in autumn? 5. Name one that has a tall, straight 
stem. 6. Where do the branches commonly begin ? 7. Men- 
tion a kind whose main trunk stops short, and divides into 
branches. 8. What differences have you noticed in the barks 
of common trees ? 9. What must a plant have, in order to be 
called a tree ? 10. How old a tree have you seen? 

Ex. 2. Compare the trees in the cut as to trunks, leaves, and 
branching. Bo they resemble any trees with which you are 
familiar f 

Ex. 3. Write a composition on " The Uses of Trees" using the 
suggestions in these verses. 

What do you see in the lofty trees ? 
We see the ship that will cross the seas : 
We see the masts to carry the sails : 
We see the plank to weather the gales. 

What do we plant when we plant the tree ? 
We plant the houses for you and me : 
We plant the rafters, the shingles, the floor : 
We plant the shade before the door. 

A thousand things that we daily see 
Are brought to us from the waving tree; 
A thousand things on land and sea 
Are planted by us when we plant the tree. 

— Selected. 

125. — Practice in Story Writing. 

THE PATIENCE FLOWER. 

Annie and May were walking to the town. It lay four miles from their 
village. Each carried a basket of fruit which she hoped to sell. Annie 
looked unhappy. She sighed, and even grumbled. May talked brightly, 
and laughed, and looked merry. Annie said : " How can you laugh ? — 

95 



such heavy baskets, and you no stronger than I." '•<).'" said May, •• I 
slipped into my basket a tiny plant that makes it feel very light." " That 
must be precious. What is it?' 1 Annie asked; "and where can I get 
some?" "If you please, it's the Patience flower," .May answered; "it 
grows wherever you let it." 

126. — Practice in using Possessives. 
Ex. 1. What is the work or business of each of the following 
persons? Use the possessive form. 

boatman physician salesmen merchant 

minister expressmen carpenter laundryman 

postman miner iceman conductor 

Ex. 2. Use first the possessive, and then the simple plural form, 
in giving the native land of these persons, as follows: — 

The Dutchman's native land is Holland. Dutchmen live in 
Holland. 

Greek Dane Irishman Scotchman 

Welshman Spaniard Italian Portuguese 



127. —Synonyms, 
generous courage wastes copies huge way 
fearless grasping cost counts forces rock 

Ex. 1. Change each of these phrases by using a word from the 
list, but keep the meaning about the saute : — 

follow our models a benevolent man 

take a new route clutching the rope 

compels him to go estimates the expense 

squanders money without fear 

reward his valor immense boulder. 

Ex. 2. Put these expressions into written sentences. Use syno- 
nyms if you like. 



128. — Verses to Remember. 

Learn one of these selections, and then write it from memory. 

Little by little the time goes by — 

Short if you sing through it, long if you sigh. 

Little by little, — an hour, a day, 

Gone with the years that have vanished away ; 

Little by little the race is run, 

Trouble and waiting and toil are done. 

" Help one another," the dewdrop cried, 

Seeing another drop close to its side ; 

" The warm south wind would dry me away, 

And I should be gone ere noon to-day ; 

But I'll help you, and you help me, 

And we'll make a brook and run to the sea." 



129. -About Water. 

First, have a talk about water, — think of the places where it is 
found, and of the many uses that it has. Then ivrite about it. 

1. Where does the water in a well come from ? 2. Why 
do not wells fill with water ? 3. In what ways is water got 
from them? 4. Where else may we get water? 5. Where 
does the water that you drink come from?" 6. Flow is it 
brought to your house ? 7. Why does water rush from a 
faucet ? 

8. How is rain water caught so that we may use it? 9. Of 
what use are reservoirs? 10. Where do clouds get their 
water? 11. How many uses for water can you name? 
12. How many for ice and for steam ? 

97 






130. —To describe an Umbrella. 

Your teacher will show an wmbrella to you, and you may de- 
scribe in this order its parts and its uses ; — 

Parts : stick, ribs and braces, covering, springs. 

Stick : use, material, length, handle, thimble, or ferrule and 

tip. 
Ribs and braces : use, number, material, how fastened to- 
gether. 
Covering : use, material, color, how fastened on. 
Springs : use, number, shape, structure, material. 

Uses : sun, rain, snow. 



131. — A Loaf of Bread. 




Ex. 1. In a conversation 
with your teacher and your 
classmates, try to tell what 

happens to the wheat from 
the time when it is planted 
until the loaf is put upon the 
table. 



Ex. 2. Afterwards you may write about "A Loaf of Bread." 
Make short sentences. The following words suggest the 
order: — 

Spring; farmer; plow; harrow; sowing; sun: rain: ripen- 
ing; harvest; reaper; sheaves; threshing ; mill ; miller ; grind- 
ing; flour; barrel; cars; merchant: the money; the conk: 
milk; water; salt; yeast: kneading: raising: oven. 

" Behind the snowy loaf is the mill-wheel ; behind the mill 
is the wheat-field ; on the wheat-field rests the sunlight ; above 
the sun is God." 



132. -"It is \," etc. 
Ex. 1. Study and repeat these sentences until the correct 
forms seem more familiar than the wrong ones that you often 
hear : — 





PRESENT. 




Is it I? 


It's I. 


It is not I. 


It's not I. 


Isn't it she ? 


It is she. 


It's not she. 


It is not she 


Is it not he ? 


'Tis he. 


'Tis not he. 


It's not he. 


Is it they? 


It's they. 


It's not they. 


'Tisn't they. 


Isn't it we ? 


It's we. 


'Tis not we. 


It isn't we. 




PAST. 




Was it not I ? 


'Twas I. 


It wasn't I. 


'Twas not I. 


Was it she ? 


It was she. 


'Twasn't she. 


It wasn't she. 


Wasn't it he ? 


'Twas he. 


It was not he. 


'Twasn't he. 


Was it not they' 


It was they. 


'Twas not they. 


It wasn't they. 


Was it we ? 


'Twas we. 


It was not we. 


'Twasn't we. 



Ex. 2. Fill the blaiiks with I, he, she, we, or they: — - 

1. Who is that at the door? It's . 

2. Is that your sister Emily ? 'Tis not . 

3. Was it your brother that fell ? Yes ; it was . 

4. Was it you or Edward ? It was neither nor — — . 

5. Was it not the Rays that called ? No ; it wasn't . 

6. Is it you two that are going ? No ; it is not . 

7. Wasn't it that sold the farm ? 'Twas . 

8. Was it or that was invited ? 'Twasn't . 

9. Is it or that he means ? It isn't . 

10. What would you do if you were ■ ? 

11. Some one may do it, but it won't be . 

Ex. 3. For any one who cares to speak correctly, which do 
you think is the better motto, "Practice makes perfect ," or, " Tri- 
fles make perfection " ? 

09 

Lore. 



133. — A Study of Trees. 

1. Name the parts of a tree, beginning with the lowest part. 
2. Which parts are most useful to man? 3. What part be- 
comes India rubber? or maple sugar? or spruce gum ? 4. What 
part is used for tanning leather? What is cork? 5. Name 
some trees that are valued for their fruit. For the color and 
hardnes or the beautiful grain of their wood. 6. From what 
trees do we get lumber for building? Which are most used 
for fuel ? 

7. Tell what climb and fly and creep into trees. What 
jump from limb to limb. 8. How do woodpeckers get their 
living ? 9. Do you know what sound the tree-toad makes ? 

10. What is Arbor Day? Why need we plant trees and 
care for them ? 

Write a composition about trees, making several paragraphs. 



1 34. — Homonyms. 

1. What do we call words that have nearly the same meaning P 
2. Mention two synonyms. 3. Are know and no alike in meaning? 
4. Are they alike in sound ? 

Words that sound exactly alike are homonyms. 

Ex. 1. Of the following words, first use each one in a state- 
ment, a command, or a question ; then find a homonym for if, 
and put that into a sentence to show the different meaning: — 

fair way lain waist bare 

peal blew stairs gait heard 

strait dyeing sealing yolk made 

slay rain knew flower peace 

Ex. 2. Find synonyms for ten of the preceding words. 
100 



Ex. 3. For Dictation. " Why do you walk so one-sided, my son?" 
asked the crab. " It is awkward and unbecoming. If you wish to make 
a good appearance, go straight and forward." 

" What you say is -quite true," replied the young crab. " If you will 
but show me how, I will promise always to do as you wish." 

The mother tried to do so, but in vain. 

Example is better than precept. 



135.— About a Picture. 

Ex. 1. In a con- 
versation about par- 
rots, learn what their 
habits are, where they 
are native, and what 
power they have of 
imitating speech. Tell 
about some particular 
parrot if you can. 

Ex. 2. Make up a 
story of " PoWs Morn- 
ing Call" as you 
imagine it from the 
picture. 

First describe Poll: 
her early home, who 
brought her, who 
owned her, how and where she was kept, what she liked to eat, 
how much freedom she had. Then narrate the morning call, 
giving the conversation between Poll and little Peter. 

Ex. 3. When you write the story, be careful to use quotation- 
marks without a mistake. 

101 




136. -The Parrot. 

A parrot, from the Spanish main, 

Full young and early caged came o'er, 
With bright wings, to the bleak domain 
Of Mulla's shore. 

To spicy groves where he had won 
His plumage of resplendent hue, 
His native fruits, and skies, and sun, 
He bade adieu. 

For these he changed the smoke of turf 

A heathery land and misty sky, 
And turned on rocks and raging surf 
His golden eye. 

But petted in our climate cold, 

He lived and chattered many a day 
Until with age, from green and gold 
His wings grew gray. 

At last when blind, and seeming dumb, 

He scolded, laugh'd, and spoke no more, 
A Spanish stranger chanced to come 
To Mulla's shore. 

He hailed the bird in Spanish speech, 

The bird in Spanish speech replied ; 
Flapped round the cage with joyous screech, 
Dropt down and died. 

— Thomas C UfPBKLL 

Ex. 1. 1. Describe the land from which this parrot came. 
2. Describe the island of Mull off the coast of Scotland to 
which he was carried. 3. How did his appearance change? 

102 



i 



4. What other changes took place in the bird? 
circumstances of his death ? 

Ex. 2. First tell and then write the story. 



Tell the 



137. — "Doesn't" or "Don't." 
Ex. 1. Study these contractions, and repeat them until they 
hecome so familiar that anything different will sound wrong: — 



He does not 
She does not 
It does not . 
One does not 
I do not . . 
You do not . 
We do not . 
They do not 



He doesn't. I Does he not ? 
She doesn't. Does she not? , 
It doesn't, j Does it not ? 
One doesn't. ' Does one not ? 



I don't. 
You don't. 
We don't. 

They don't. 



Do I not ? . 
Do you not ? 
Do we nbt? 
Do they not? 



Doesn't he ? 
Doesn't she ? 
Doesn't it? 
Doesn't one? 
Don't I ? 
Don't you ? 
Don't we ? 
Don't they? 



Ex. 2. Put do not sing or does not sing after each of these 
words, and repeat the sentences rapidly : — 

he we they she one two you it 

In the same way use the contracted forms don't sing or doesn't 
sing. 

Ex. 3. Use do not or does not, in asking questions about these 
tilings. Then use instead the contractions don't or doesn't. 
birds coal rice a week pines 

a bee wood tea April fire 

Ex. 4. Try to tell when tve are to use don't and when doesn't. 



138. — About Animals. 
Ex. 1. Answer the folloiuing questions orally in complete sen- 
tences: — 

1. Do both plants and animals have life ? 2. Have they 
feeling? 3. Can they move from place to place ? 4. Do 

103 



iny 



animals live in the ground? 5. Try to explain the difference 
between a plant and an animal. 

6. Tell four ways in which animals move about. 7. Which 
is the slowest way, and which the quickest? 8. Mention an 
animal that goes in the first of these ways ; in the second ; in 
the third ; in the fourth. 9. Name an animal that has two 
ways of moving, and tell what they are. 10. Have any ani- 
mals three ways? 

11. Name an animal that lives only on land. 12. Name 
one that lives only in water. 13. One that lives both on land 
and in water. 14. Do all animals have blood ? 15. Do they 
all breathe air? 

Ex. 2. Write answers to the questions as if you were talking 
about animals. 



139. -"Did" or "Done." 

Edward has done well to-day. 

I did better yesterday. 

The boys have done their work quickly. 

Who did the example first? 

Have you done your tasks faithfully ? 

He had done the errand already. 

1. Bid and done are forms of do. 2. Which of them is used with 
has? 3. Which is used with have? 4. Which with had ? 5. Which 
would you use with was or will be or may be ? 

Done is used after have, has, or had. 

Did must never be used after hare, has, or had. 

Fill the blanks with did or done, as you think right : — 

1. Who did it? The blacksmith it. 

2. He has it just right. 

3. Have they the printing yet? 

104 



4. Yes, they it last Tuesday. 

5. Who your work? My friend it. 

6. Who has wrong? They done wrong. 

7. Who the hardest part? He it very well. 

8. Have you what I asked ? 

9. I saw him when he it. He it well. 



140.— Stems, Trunks, and Wood. 

Ex. 1. 1. What is meant by the 
stem of a plant ? What plants have 
stems that are of wood ? 2. What 
are shrubs and bushes ? 3. What 
kind of stem do herbs have? 4, 
What kind of stem lives through 
the winter ? 5. Tell what oaks 
and grasses do in a gale of wind. 

6. What is the covering of tree 
trunks ? 7. Of what use is it to a 
tree? Where does the sap flow? 
8. What is the meaning of the 
rings in the wood ? 9. How old 
a tree is shown in the cut? 10. 
Can you see any year-marks in 
the wood of your desk, or in the 
floor? 11. Mention some of the 
uses of wood. 12. What is the color 
of pine wood? Of ebony? Of 
mahogany ? 

Ex. 2. Collect specimens of different woods, and compare 
the grain, color, fineness, etc. 

Ex. 3. In a composition about " Wood" give its origin, kinds, 
and uses. 

105 




141.— A Description. 

JAMIE, THE GENTLEMAN. 

There's a clear little ten-year-old down the street, 
With eyes so merry and smile so sweet 
I love to stay him whenever we meet ; 

And I call him Jamie, the gentleman. 
His home is of poverty, gloomy and bare ; 
His mother is old with want and care, — 
There's little to eat and little to wear 

In the home of Jamie, the gentleman. 
He never complains though his clothes be old, — 
No dismal winnings at hunger or cold ; 
For a cheerful heart, which is better than gold, 

Has brave little Jamie, the gentleman. 
His standing at school is always ten, 
For — " Diligent boys make wise, great men, 
And I'm bound to be famous some day ; and then " — 

Proudly says Jamie, the gentleman, — 
" My mother shall rest her on cushions of down, 
The finest lady in all the town, 
And wear a velvet and satin gown." — 

Thus dreams Jamie, the gentleman. 
" Trust ever in God," and " Be brave and true," — 
Jamie has chosen these precepts two ; 
Glorious mottoes for me and for you. 



May God bless Jamie, the gentle 



man 



M \ mi, ('. Dowd. 

Study the description of " Jamie, the Gentleman " : then tell 
and write about him in your own language. Describe — 



1. His personal appearance. 

2. His home. 

3. His disposition. 



4. His character at school. 

5. His love for his mother. 

6. His mottoes. 

103 



142. — The Coverings of Animals. 

Answer the following questions in a conversation lesson, and 
afterwards write about " The Coverings of Animals." 

1. What is the covering of oysters and of snails? 2. Of 
what use is it to them? 3. Mention several other animals 
with different kinds of coverings. 4. Why do animals need 
more covering than merely a skin? 5. What coverings of 
animals are useful to man? 

6. What is made from the hides of oxen? How is it used? 
7. What is done with the hair ? 8. How are the manes and 
tails of horses used ? 9. What do we get from seals and bea- 
vers? from birds? from tortoises? 10. How are these prod- 
ucts used? 11. Mention other fur-bearing animals. 12. What 
are bristles, down, parchment, kid ? 



143. -"See, Saw, Seen." 
I see it now. He sees us now. 

I saiv it yesterday. He saw us last week. 

I have seen it often. He has seen us before. 

See, sees, saiv, and seen are forms of see. 
Which forms refer to what is done noiv !■ 
Which form refers to what was done in the past ? 
Which is the form used with have, has, was, etc. 

/Sujjpli/ see, saw, or seen: — 

1. Yesterday we the sun set. 

2. Have you ever anything more beautiful ? 

3. We ■ Mt. Washington last summer. 

4. The owl in the night. 

5. Have you an eclipse ? 

6. Yes ; I one last year. 

7. Had you never one before ? 

8. I him when he did it. 

107 




108 



144.— The Wounded Hound. 

Ex. 1. The picture on the next page is by the English 
artist, Richard Ansdell. 1. What lesson does the first look 
at it suggest ? 2. Describe the central figure in the picture. 
3. Tell what is being done. 4. Speak of the other animals 
in the picture. 5. Why do you think animals appreciate kind- 
ness ? 6. If dogs could talk, what would each of these prob- 
ably say? 7. Use appropriate names in speaking of them. 
8. Describe the man and tell something of his character. 

Ex. 2. Write two or three reasons why we should be kind to 
dumb animals. 

Ex. 3. Write the story of " The Wounded Hound.'" 

Ex. 4. Write a dozen sentences wpon " Kindness to Animals.'''' 

Ex. 5. Perhaps you woidd like to write about " Dogs" telling 
their kind — habits — how they are useful to man ; or — 

Ex. 6. You may describe some dog you have known, or tell a 
story about one. 

145. — Synonyms. 

Ex. 1. Select from the folloiving ivords those that are syno- 
nyms, and write them by twos. Find homonyms for five of them. 



uproar 


sight 


throng 


crafty 


appear 


gale 


grieve 


fury 


mourn 


total 


rage 


squander 


high 


crowd 


tempest 


lofty 


scene 


waste 


cunning 


whole 


shrieks 


clamor 


seem 


screams 



Ex. 2. Make a list of five ivords that will properly describe a 
path; a mountain; a fire; a thunder storm; a watch; a palace. 

109 



146.— A Stanza to Learn. 
Where does the snow go, 

So white on the ground ? 
Under May's azure 

No flake can he found. 
Look into the lily 

Some sweet summer hour; 
There blooms the snow 

In the heart of the flower. 

— Lucy Larcoh. 

147.— A Letter to Write. 

For Boys Write such a letter as you might send to a friend 

who had asked you to go fishing with him next Saturday. If 
you wish to go, and have made no other plans for the day. say 
where and when you will meet him. If, however, you are to 
play ball with your club in a match game, or have some other 
engagement, tell him so. If you do not caie to go because you 
think the fish should be left in the pond to enjoy their freedom, 
say that but say it pleasantly. 

For Girls. — Imagine a tea-party that you might have had in 
the garden last Saturday. Write to some one who was ex- 
pected, but who was too ill to come, and tell her all about it, 
— the company, the table, how it was set, the seats, the talk, 
and. if you like, the sudden shower. 



148. —Forms for Past and Present. 
There ! The whistle blows. 
The whistle blew last night. 
The whistle has blown every day this week. 

1. Which word tells what the whistle does nowf 2. Which tells 
what it did yesterday? 3. What form is used witli hasi 

110 



Past Foem. 


Form 

am, 


used with have, has, is, 
are, was, were, be, been. 


blew 




blown 


drew 




drawn 


flew 




flown 


knew 




known 


threw 




thrown 



Present forms tell what happens now. 
Past forms tell what happened in the past. 

Present Form. 

blow 
draw 

fly 

know 
throw 

Ex. 1. Give the past form of the words in the first column. 
2. Give the form used with have. 3. Is it right to use has 
with the words in the second column? 4. Use has with the 
words in the third column. 5. Use have ; was ; are ; will be. 

Ex. 2. Supply the proper form in each sentence : — 

Blow. — Last night the wind down a large tree. 

Draiv. — Those horses have never a heavy load. 

Fly. — Not long ago a pigeon six hundred miles. 

Know. — Columbus never ■ that he had seen a new con- 
tinent. 

Throw. — A rope was to the man in the water. 

Throw. — It was a sailor who it to him. 

Blow. — All the dust is ■ away. 

Fly. — The wild geese have to the south. 

Draiv. — Yesterday we an ivy-leaf. 

Know. — We never have as many as you. 



149. — Words to be Defined. 

After talking about the following, write sentences to tell what 
they are : — 

a cripple a nurse a prison 

a hospital a patient a warden 

a surgeon an asylum a work-house 



150. -My School Desk. 

After talking about your desk, write a well-arranged description 
of it. Folloiv this order: — 

Parts. — Standards, box, finished top. 

/Standards. — Material ; shape, and reason for it f why 

painted ; how fastened above and below. 
Box. — Kind of wood ; how coated ; length, width, depth ; 
number of pieces ; their names ; how fastened to- 
gether. 
Top. — Why level or sloping; ink-well; groove : rail. 
Uses. — Outside ; inside. 



" Climate lasts all the time ; 
weather only a few days." 

— A Utile Girl. 



151. — About Climate. 

1. Where does the sun shine directly down upon the earth? 

2. Which parts of the earth have the coldest climates? 

3. Which have the hottest ? 4. What makes the difference ? 
5. On leaving the warm earth to 

climb a high mountain, does the air 

grow hotter or colder ? 6. Does the 

ground freeze in winter all over the 

earth? 7. How far down do you 

think the frost goes in winter ? 8. Will trees grow where the 

ground never thaws? 9. Do you know what lichens are? 

Or where they grow? 10. Why do not plants grow in places 

called deserts? 11. Where would you go to find a moist 

climate ? 

Ex. 1. Write what you have learned about " Climate" Men- 
tion something else that you have observed, or would like to know, 
about climate. 

Ex. 2. Describe the climate in which you live. Tell how it 
differs from the climate of other countries. 

112 



152. — Exercises to be Written„ 

Ex. 1. Make a careful observation of the weather for a iveek, 
and on Monday write out " A Week's Weather Record.'" You 
may speak of changes in temperature, in length of day, in 
direction of wind ; of the rain or snow ; of how your plans 
were changed, etc. 

Ex. 2. Tell in writing " How to Set the Table for Dinner'' 
Watch and help your mother as she does it, and give all the 
details carefully. 

Ex. 3. Contrast summer sports with winter sjjorts ; tell which 
you prefer, and give reasons for your choice. 



153. — A Talk about Roots. 

3 {.:/ 4« 




1. Where do plants get their food ? 2. What serves as a 
mouth to take it up ? 3. What dissolves the dry food of the 
ground? 4. At what time of the year does the sap of trees 
flow? 5. What use does the tree make of it? 6. Of what 
use are roots in a storm? 7. Find a tap-root in the picture. 
8. Mention some roots that are used for food. 

9. Mention a tree whose stem and roots and leaves live 
through the winter. 10. One whose stem and roots alone live. 
11. What plants live as bulbs? 12. In beets and parsnips 
what part lives? 13. Name some plants that live through the 



winter in the seed only. 14. If a plant lives only in its roots, 
will they be thread-like, or fleshy? 15. Explain from the 
picture which roots are conical, fibrous, turnip-shaped, fleshy. 




154. —A Poem to Study. 

John Greenleaf Whittier, sometimes called 
the "Quaker Poet," was born near Haverhill, 
Massachusetts, Dec. 17, 1807. He worked on 
the farm and in the shoemaker's shop till he 
was nearly eighteen years of age. He attended 
the town academy for two years. His lirst 
poems were published in 1826. For many 
^^^^ years he was an editor. He wrote both prose 

"'^^t^tu ""^ l""' lr . v - He is chiefly remembered, how- 

ever, for his poetry, which is full of sympathy 
for the poor and the oppressed. He died in 
1892. 
You will be interested in reading, and in learning extracts from, «« The 
Barefoot Boy," " Snow Bound," " The Corn Song." and his other poems. 

IN SCHOOL-DAYS. 

Still sits the school-house by the road, 

A ragged beggar sunning ; 
Around it still the sumachs grow, 

And blackberry-vines are running. 

Within, the master's desk is seen, 

Deep scarred by raps official ; 
The warping floor, the battered seats, 

The jack-knife's carved initial ; 

The charcoal frescos on its wall ; 

Its door's worn sill betraying 
The feet that, creeping slow to school, 

Went storming out to playing ! 
114 



Long years ago a winter sun 

Shone over it at setting ; 
Lit up its western window-panes, 

And low eaves' icy fretting. 

It touched the tangled golden curls, 
And brown eyes full of grieving, 

Of one who still her steps delayed 
When all the school were leaving. 

For near her stood the little boy 

Her childish favor singled : 
His cap pulled low upon a face 

Where pride and shame were mingled. 

Pushing with restless feet the snow 
To right and left, he lingered ; — 

As restlessly her tiny hands 

The blue-checked apron fingered. 

He saw her lift her eyes ; he felt 
The soft hand's light caressing, 

And heard the tremble of her voice, 
As if a fault confessing. 

" I'm sorry that I spelt the word : 

I hate to go above you, 
Because," — the brown eyes lower fell, — 

" Because, you see, I love you ! " 

Still memory to a gray-haired man 
That sweet child-face is showing. 

Dear girl ! the grasses on her grave 
Have forty years been growing ! 
115 



He lives to learn, in life's hard school, 

How few who pass above him 
Lament their triumph and his loss, 

Like her, — because they love him. 

Ex. 1. Carefully read and study the poem. Describe tlte 
8choolhou8e. 

Ex. 2. Describe each of the persons mentioned. 

Ex. 3. Relate the incident recorded in stanzas seven to nine. 

P2x. 4. Give the thought of the last two stanzas in your own 
language. 

Ex 5. How many distinct pictures does the poem bring before 
you? Describe them. Is not the poem worth learning? 



155.- Letters to Write. 

Ex. 1. Write a letter to interest a person tvho once lived in 
your town, but tvho has now been away for a year. 

Call the name Edward or Mary Norman of Ithaca, N.Y. 
Mention changes in streets ; buildings added ; persons who have 
changed their residences, or who have come to live in town ; 
what has changed in school ; and compare the way you now 
spend your time with the way in which you used to spend it. 

Ex. 2. Tom Sawyer's L T ncle Joe has sent him a birthday 
present of a camera. He tries to "take"' the cat and then 
the baby. Both attempts are failures. He succeeds better 
with Rover lying asleep on the piazza. He writes his uncle 
thanking him and narrating his experience. Write his letter. 

Ex. 3. Laura Todd writes to her cousin, Christie MacLeod, 
describing her collection of "Perry's Pictures." She mentions 

three Madonnas by different artists, four of Rosa Bonheur's 

116 



pictures, and two of Sir Edwin Landseer's. She gives their 
names and a brief description of her favorite. Reproduce her 
letter. 



156. — The Frog. 

After observation and conversation write about " The Frog." 

I. Where does this animal live? 2. Is the skin smooth or 
rough ? 3. Why is it so ? 4. What happens to the frog 
when the skin becomes dry? 

Watch the frog's eyes when he dives under water. 5. What 
does he draw over them? 6. Can he see through this mem- 
brane ? 

7. Why is the frog a good swimmer ? 8. With which legs 
does he swim ? 9. How does the motion of the legs differ from 
that of the cluck? 10. How does the frog hold the front legs 
while swimming? 

II. What kind of mouth has a frog? 12. Has it teeth? 
13. Upon what does it feed? 11. Does it chew its food? 
15. W T hy has it such a wide mouth? 16. Where does the 
frog lay its eggs ? 17. How do the eggs differ from those of 
other animals ? 18. What are the little animals called which 
hatch from these eggs? 19. Have they legs? 20. With 
what do they swim? 21. What shaped mouths have they? 
22. What do they eat? 

23. Which legs grow first? 24. When the tadpole no 
longer needs a tail what becomes of it? 25. Which could 
escape from fishes and large frogs more easily, a tadpole, or a 
tiny frog? 26. Why is it wise that frogs should hatch in the 
tadpole form? 

To the Teacher. — The foregoing lesson should follow the child's 
observations of the development and growth of the frog, either at home, 
or, better, in the schoolroom. 

117 



157. — A Business Letter. 

Copy the following letter, carefully observing the arrangement 
and punctuation of — 

(1) The heading, (2) The Address, (3) The Salutation, 
(4) The Body of the Letter, and (5) The Ending. 

[HEADING] 

^u/m, 25, ic|02. 

[ADDRESS] 

OYVO CeyTvtu/Vup Co., 

[SALUTATION] [BODY] 

VnAAs WXCA/ CI/ YYVOTVe/Xp ObcU/l/ LoV fcbOO 
cLmXciAA' CL/Wcb plXfco/y C(yTl/fe/. PteyCUl^y 

£K/wcb Truey tru^ ";$fc. TULohoXo/k/' paA/ 
owo a^exx/u 

J! ^nx>uXcL uJt^/ to \HjCUJYV uM/tru 
trvo CtjaA/tX Tvuyyrulx/i/. [bxmko] 



158.— Two Business Letters. 

Ex. 1. Suppose that you wish to subscribe for " The Youth's 
Companion." Following the model in the last lesson, write 
a suitable letter to Perry, Mason & Co., calling their place of 
business 201 Columbus Avenue, Boston. The price is a 
dollar and a half a year. 

Ex. 2. The writer of the letter in Lesson 157 changed her 
residence, in October, 1901, to Cleveland, Ohio, 946 Euclid 
Ave. She wishes the publishers of the magazine to send her 
copy to her new address. Write her letter, remembering that 
the old address must be mentioned too. 



159. — A Story to be Reproduced. 

Listen to the following story as it is read and told in different 
ways .by your teacher, and reproduce it, first orally, then in 
writing. 

Or, if your teacher thinks better, you may read it silently two 
or three times, and then tell and write it. Choose a title for the 



A Newfoundland dog and a mastiff had a quarrel. They were fight- 
ing on a bridge, and suddenly, being almost blind with rage, over they 
went into the water. 

The banks were so high that they were forced to swim a long distance 
before they came to a landing-place. This was easy for the Newfound- 
land dog: he was as much at home in the water as a seal. But not so 
with poor Bruce. He struggled and tried his best to swim, but made 
little headway. 

Old Bravo, the Newfoundland, had reached the bank, and turned to 
look at his enemy. He saw that the other dog, whose strength was fast 
failing, was likely to drown. So what should he do but plunge in, seize 

119 



the mastiff gently by the collar, and, keeping liis nose above water, tow 

the poor fellow safely into port. 

It was curious to see the dogs look at each other as soon as they had 
shaken their wet coats. Their glances said as plainly as words, •• We'll 
never quarrel again." 



160. — The Parts of a Flower.* 

I. What do we call unopened flowers? Find two in the 
cut. 2. In Fig. 1, what three parts do you see? 3. What 
is the usual color of the calyx? 4. What docs it protect? 
5. What colors have you seen on the corolla ? 

6. In Fig. 2, how many petals has the corolla? 7. How 
many sepals make the calyx? 8. In what order are they 
arranged? 9. How do they differ in shape? 10. Is the 
corolla of a flower always in several parts ? What is shown in 
Fig. 3? ^ 

II. Where do birds and bees find honey? 12. Describe 
what is just inside the corolla surrounding the center of the 
flower in Fig. 4. 13. In this circle of stamens how many do 
you count? how many in Fig. 5? in Fig. 6 ? 

14. Describe what the flower in Fig. 4 has for its center. 
What is this part called? 15. What parts of a flower are 
shown in Figs. 5 and 6? 16. Where would you look in a 
cherry blossom for the part that will become the fruit? 
17. Canyon find that part — the ovary — in Fig. 6? in Fig. 
4? in Fig. 5? 18 Describe what rises from the middle of 
the ovary and what it bears at the top. 19. In which figure 
do you see just where the seed is ? 

* According to the previous training of the class, the simple analysis given on the next 
page may he divided hetween two or among several lessons. It may be repeated from time 

to time with different flowers. 



120 




Take a simple flower in your hand, and with the help of your 
teacher and the illustration find the parts that are named beloio. 
Then write a description of the one that you have before you. 



Pedicel, the flower stem. 
Calyx, leafle'.s covering the bud, 

— each one a Sepal. 
Corolla, inner leaflets of the 

flower, — each one a Petal. 
Stamens, thread-like Filaments 

just inside the corolla, with 

Anthers at their tops, con- 



taining the powdery Pollen. 
Pistil, the center of the flower, 
with the Stigma at its top, 
supported by the Style, and 
at the base the Ovary in 
which the Seed will be 
formed. 



121 



161. — A Poem to Study and Learn, 

THE USE OF FLOWERS. 

God might have bade the earth bring forth 

Enough for great and small, 
The oak-tree and the cedar-tree 

Without a flower at all ; 
We might have had enough, enough 

For every want of ours ; 
For luxury, medicine, and toil, 
And yet have had no flowers. 

Then wherefore, wherefore were they made, 

All dyed with rainbow light, 
All fashioned with supremest grace, 

Upspringing day and night ? 
Springing on valleys green and low, 

And on the mountains high, 
And in the silent wilderness 

Where no man passes by ? 

Gur outward life requires them not ; — 

Then wherefore had they birth ? 
To minister delight to man, 

To beautify the earth, 
To comfort man, to whisper hope 

Whene'er his faith is dim ; 
For Who so careth for the flowers 

Will much more care for him. 

— Mart Howitt. 

After thoughtful study of this poem, and possibly a converses 
tion on the subject, write an exercise on " The Uses of Flowers." 
You may illustrate it if you wish. 

122 



162. — Camel Studies. 




Ex. 1. After reading the fol- 
lowing questions, learn what you 
can about the habits of camels, that 
you may be ready for a talk in 
your class. 

1. Where and when have you seen a camel, or do you know 
the animal from pictures only ? 2. Was it an African camel 
with one hump and short hair, or an Asiatic camel with two 
humps and long hair ? 

3. Mention other animals that chew the end and have cloven 
hoofs. 4. What two kinds of teeth do such animals need — 
unlike the teeth of dogs and cats ? 5. What are camels used 
for? 6. What use is made of their hair? 

7. Most camels go only at a walk and no faster than a man. 
A few are taught to go three times as fast. Have you ever 

123 



seen a picture of a camel kneeling for his rider and bearing his 
wooden saddle ? 8. What protects his knees so that he easily 
rests all night upon them ? 9. What kind of lips and tongue 
must he have, since he is fond of chewing thistles ? 

10. Which would sink deeper in sand — an ordinary hoof 
or a small one like the camel's, with a broad, soft pad behind 
it? 11. His hump of fat is a supply when he is short of food. 
Suppose him to be crossing a desert of hot sand and barren 
rock, with sand winds blowing : explain the advantage of hav- 
ing cushioned feet, of being able to close the nostrils, of not 
perspiring, and of being able to carry an extra supply of water 
in a special stomach. 

Ex. 2. Write about " Camels and their Habits" explaining in 
what ways they are adapted to their work. 



163. — Verses to put into Prose. 

Study these lines or talk them over until yon understand them 
■well. Then give the story in your own words, with a separate 
paragraph for the moral at the end. Use synonyms when you 
can do so. 

THE CAMEL'S NOSE. 

An Arab proverb against letting bad habits begin is : " Beware of a camel's nose." 

Once in a shop a workman wrought 
With languid hand and listless thought, 
When through the open window space. 
Behold, a camel thrust his face ! 
" My nose is cold," he meekly cried ; 
" So let me warm it by thy side ! " 

Since no denying word was raid, 
In came the nose, in came the head ; 
124 



As sure as sermon follows text, 
The long and shaggy neck came next ; 
And then, as falls the threatening storm, 
In leaped the whole ungainly form. 

Aghast, the owner gazed around, 
And on the rude invader frowned, 
Convinced, as closer still he pressed, 
There was no room for such a guest ; 
Yet, more astonished, heard him say, 
" If thou art troubled, go thy way ; 
For in this place I choose to stay." 

Oh, youthful hearts, to gladness born, 
Treat not this Arab lore with scorn ! 
To evil habit's earliest wile 
Lend neither ear nor glance nor smile ; 
Choke the dark fountain ere it flows, 
Nor e'en admit the camel's nose. 

— Mrs. Sigocrney 



164. —Suggestions for Letters. 

I. " Our Dumb Animals " is a paper published in Boston, 
Massachusetts, by George B. Angell. Write a letter to him 
telling about your pets, and how you treat them. Also, tell 
him of any persons whom you have seen showing special kind- 
ness to dumb animals, — cat, dog, bird, horse, etc. Write full 
address for envelope. 

II. Suppose your brother Tom had gone far away to the 
Philippines. Naturally, he would become very lonesome. 
Write him a cheerful letter from home, telling all those things 
about which you think he would like best to hear. 

125 



III. Read the story called "Somebody's Mother" on page 
44. Now write to whomsoever you wish, telling this incident 
as if you had been one of the boys. 

IV. Write to your teacher telling her how you amused your- 
self on a certain stormy day when there was no school. 

V. Margaret Bowen gave a birthday party on the afternoon 
of April 5th, and many of her friends were present. On ac- 
count of sickness Ruth Wallace was obliged to stay at home, 
and so that very evening Margaret wrote her all about the 
good time. Write the letter. 

Address : 96 Hawkes Avenue, Detroit, Michigan. 

VI. Mr. Ogilvie has planned to take a party of boys up the 
St. Lawrence river on a fishing trip. Write the letter which 
his son Walter wrote to Cousin Julius, inviting him to go, 
telling of their plans for camping, boating, etc. 

VII. (a) This message came to Willard recently: "I'wish 
to give a book to a little boy whom I know. Tell me what 
book you would advise me to give, and why you like it. Men- 
tion some interesting part of the story, and also some of the 
people in it."' Write Willard's answer to his friend. 

(ft) Write Willard's answer, supposing that the book were 
to be given to a little girl. 

VIII. Suppose your uncle has sent you ten dollars to spend 
as you please. He wishes you to write him exactly what you 
do with it, and in which way you derived the most pleasure 
from it. • 

Write this letter to your uncle. Think of the value of a 
good book; of how much Tom needs mittens; of " A penny 
saved is two pence earned " ; of the new skates you have 
wanted; of how you can make your mother happy; of how 
much pleasure a beautiful picture may give. 

IX. Order five photographs of famous pictures of Brown & 
Co., 205 Clark Street, Chicago. Arrange for payment. 

126 



165. 



Sit" or "Set. 



Sit, sits, sitting, and sat apply to one who stags or rests some- 
where. 

Set, sets, and setting are used when we speak of placing or 
putting something somewhere. 

Do not use one of these words when the other expresses what 
you mean. 

Ex. 1. Use a form of sit or set instead of the words in 
italics : — ■ 



1. He is seated there. 

2. The Turk rests so. 

3. Put the cup down. 

4. The glazier put in a pane. 

5. The bird keeps still. 

6. We were seated at once. 

7. Place the chairs evenly. 

8. Let us he seated. 



9. This is a resting-room. 
10. Birds hatch their eggs by 
staging on them. 
Put baby on the table, and 

let him stag there. 
Where have you placed it ? 
Have you staged here ? 
Be putting it in order. 



11. 

12. 
13. 
14. 



Ex. 2. Supplg the right form of sit or set, and give your 
reason : — 



1. 


Where has he the 


7. 


She is in the arbor. 




box ? 


8. 


Must I ■ so ? 


2. 


• in this chair. 


9. 


Have you up all night? 


3. 


The dove is on the 


10. 


Mollie by the window. 




eggs. 


11. 


Toads do not on eggs. 


4. 


He the can out daily. 


12. 


He a long time silent. 


5. 


Who is out plants ? 


13. 


I was up for you. 


6. 


A bird on the bough. 


14. 


We might have here. 



15. I have been — 
— out at the plants. 



the arbor while you have been 



It is right to say the sun sets or the sun 
127 



setting. 



166. — Whales and Whale-Fishina. 




Ex. 1. Find out as much as you can about " Whales and their 
Habits " ; then write a composition on the subject. Or write 
about " Whale Fishing " and its dangers. 

Ex. 2. The folloioing questions are for use in one or two class- 
room talks : — 

1. Which are the largest animals in the world — elephants 
or whales? 2. A whale as heavy as three hundred horses 
would weigh how many pounds ? 3. If seventy-five feet long 
and fifteen feet broad, would your schoolroom be large enough 
to hold him? 4. What is the color of whales? 5. Are their 
eyes comparatively large or small ? 6. Have they warm or fold 
blood? What kind have fishes? Why are whales called mam- 
mals? 7. Have whales fins like fishes ? How do they swim? 
8. Can they breathe under water ? 9. Is an animal a fish merely 
because he lives in water? What about seals and frogs? 

128 



10. What keeps whales warm in ice-cold water? 11. Of 
what other use is the thick, oily blubber of the skin? 12. How 
are they able to float? Which is lighter — oil or water? 
13. If a diver went as deep as whales go, what would he need 
to resist the water-pressure ? 

14. What do whales feed upon? 15. What is the object 
of capturing them ? 16. What is obtained from the head of 
the sperm whale, — the kind that has huge teeth? 17. What 
from the Greenland whale ? How does he defend himself ? 
18. What has he in place of teeth? 19. What is the use of 
the close-fringed plates of whale-bone standing on edge in his 
mouth? 20. Of what size are the fish that he eats ? 21. How 
does he get the water out of his mouth ? 22. For what are 
whale-oil and whalebone used ? 23. What is baleen ? 



167. -"Lies" or "Lays." 

Lie, lies, and lying apply to anything that reclines or rests or 
remains. 

Lay, lays, and laying are used when we speak of putting or 
placing something somewhere. 

Ex. 1. Use a form of lie or lay for each italicized word in 
the first column. Explain why the forms are right that are used 
in the second column. 

1. Please place it on the shelf. 7. Do not keep laying it down. 

2. How close he puts the 8. Let it lie there. 

rails ! 9. The rain lays the dust. 

3. We shall rest in the boat. 10. She lies down every day. 

4. She is reclining on the sofa. 11. You must lay the child 

5. More snow rests on the roof. down. 

6. The mason is placing bricks. 12. Well keep you lying here. 

129 



Ex. 2. Supply a form of lie or lay, and explain the meaning 

of the word that you choose : — 

1. The ship s in the bay. 10. You may the sticks 

2. Just where does it ? here. 

3. It is of no use ■ here. 11. Notice where he s it 

4. The men are shingles. clown. 

5. See, our ship is to. 12. This tree s where it 

6. The steamer s at an- fell. 

chor. 13. The sheep were on 

7. I shall here all night. the turf. 

8. The dog was by his 14. Do you see how still he 

side. ■ s ? 

9. Do still, Bruno ! 



168. -A Story to Write. 
Read this story silently three times, and then try to write it. 

JAMIE AND THE JUG. 

Jamie was so well acquainted with things that creep, or hop, or fly, 
that if he had ever been lost in the woods he would have found plenty of 
good company. He had whole drawers full of old nests and claws and 
bones and dried-up paws. His mother hardly dared to touch his pockets 
lest a crab should nip her fingers. 

One day she sent him to a store, in the greatest haste, to have a jug 
filled and to bring it home. His uncle, too, was waiting to take Jamie in 
a boat to gather water-lilies. So, after a long, long time, it was decided 
to try to find the boy. Was he hurt, or lost, or was the jug too heavy ? 
Hastening along, his uncle soon saw the jug in the middle of a held. — 
and then the boy lying Hat upon the ground. Was it a broken leg. then? 
No; for Jamie looked up and said: '•(). I say; here's a lovely beetle 
down in this hole ! " The jug and the lilies were quite forgotten. 

If it is a wise and thoughtful boy avIio likes to study birds and insects, 
and if it is a careless, thoughtless boy who neglects his errands and the 
comfort of those who love him, what kind of a boy was Jamie ? 

130 



169.- Fruits and Seeds.* 




1. Is the fruit of a plant the same as the seed ? Give an 
example. 2. Name three fruits that have the seeds in a core. 
3. Three that have the seeds in a stone. 4. What kinds of 
nuts can you name? 5. In which of them does the meat con- 
sist of two fleshy leaves ? 6. Describe what covers the shells 
of nuts. 7. What fruits have a thick skin ? 8. Name some 
plants that ripen their seeds within berries. 9. What covering 
has the fruit of the pea- vine when ripe ? 10. Of what else is 
the fruit a pod? 11. Explain where the seeds of some other 
plants are formed. 

12. What will the ovary of an apple or pear blossom finally 
become when ripe ? 13. Where upon an apple should you 
look to find the withered remains of the flower? 11. How 

* A few short talks about these subjects would be better than a single long one, though 
all the questions are grouped together. It will be easy to show on each occasion different 
seed-vessels or fruits. Those who are learning will like to watch the germinating of seeds 
planted in the schoolroom. Beans, peas, wheat, and convolvulus grow easily. 

131 



many cells are there containing seeds? 15. Where in a black- 
berry should you look for seeds? 16. Do you think, from 
looking at the cut, that the blackberry blossom had a single 
pistil and ovary, or a cluster of many? 17. Where are the 

seeds of a strawberry? 

18. How long will seeds live ? 19. What does the seed of 
a plant contain? 20. What happens to a seed when it is 
planted? 21. What comes up ? What goes down ? 

(1) Explain in writing what is shown in each figure in the 
illustration ; or (2) write a description of two or three Jrudts; or 
(3) describe how plants grow from seeds. 



170. — Making Definitions. 

After a study of the dictionary, or a talk about the meaning of 
these ivords, give a definition of each. 

tannery dairy laundry pottery store 

bakery brewery factory rope-walk shop 



171. -"Lay" or "Laid." 

Lay, the past form of lies, means reclined, rest,'<J, or remained. 
Laid, the past form of lays, means put, or placed. 

Ex. 1. In the first column change the italicized words to lay 
or laid, and in the second, explain why the form used is right: — 

1. I put it in my trunk. 6. I lay awake all night. 

2. He reclined all day asleep. 7. The city lay along the 

3. The ship remained at the river. 

wharf. 8. She laid the burden down. 

4. We stayed in port two days. !>. The shawl lay on the floor. 

5. We put a dime in the box. 10. A fog lay over the hay. 

132 



Ex. 2. Supply lay or laid, and explain the .meaning of the 
words that you use : — ■ 



unnoticed . for a 8 



1. It 

week. 

2. We it down at once. 

3. The sunlight on the 

fields. 

4. All the crops prostrate. 

5. Soon I aside my work. 

6. There it for months. 

7. Could he see where the road 



Ask her where she 

the book. 

9. They to during the 

gale. 

10. Old Ocean before us. 

11. That's what he be- 

fore us. 

12. The scissors on the 

table. 



172.— The Humming-Bird. 

The smallest and most brilliant of birds. — Of some kinds tivo or three hundred would weigh 
only a pound. 

When you have thought about humming- 
birds and talked the subject over, write 
all that you can about them. 

1. When and where have you seen 
a humming-bird ? 2. Have you ever 
seen one of them except on the wing ? 
3. What insects are they sometimes 
mistaken for ? 4. How 
do these birds get their 
name? 5. Why is it 
hard to see their colors 
when they are at a 
flower? 6. What, lie- 
sides insects, do they seem to like for food ? 
7. Describe their bills. 8. Where is their 
plumage used as an ornament? 9. How 
many birds should be killed for this purpose? 
133 





173. 




been written when he was 
ardent patriot. 



A Selection for Study. 

William Cullen Bryant, one of the most 
distinguished of American poets, was born in 
Cummington, Massachusetts, November 3, 
1794, and died in New York City, dune 12, 
1878. 

He spent two years in Williams College, 
and then studied and practiced law. Mosl of 
his life was spent in Xew York, however, as 
the editor of a prominent newspaper. He 
began to write poetry at an early age, Thahch 
loj^sis, one of the best of his poems, having 
eighteen, lie was a lover of nature and an 



THE PLANTING OF THE APPLE-TREE. 

Come, let us plant the apple-tree. 
Cleave the tough greensward with the spade ; 
Wide let its hollow bed be made ; 
There gently lay the roots, and there 
Sift the dark mould with kindly care, 

And press it over them tenderly, 
As, round the sleeping infant's feet 
We softly fold the cradle-sheet ; 

So plant we the apple-tree. 



What plant we in this apple-tree ? 
Buds, which the breath of summer days 
Shall lengthen into leafy sprays ; 
Boughs where the thrush, with crimson breast. 
Shall haunt and sing and hide her nest; 

We plant upon the summer lea, 
A shadow for the noontide hour, 
A shelter from the summer shower, 

When we plant the apple-tree. 
134 



What plant we in this apple-tree ? 
Sweets for a hundred flowery springs 
To load the May-wind's restless wings, 
When, from the orchard-row he pours 
Its fragrance through our open doors ; 

A world of blossom for the bee, 
Flowers for the sick girl's silent room, 
For the glad infant's sprig of bloom, 

We plant with the apple-tree. 

— William Cullen Bryant. 

Describe the planting of the tree ; tell what uses of the tree 
are told in the ' second stanza ; what ways are suggested in the 
third stanza by which the tree may contribute to our pleasure. 
Learn these stanzas, and read the remaining stanzas of the poem. 



174.— Has lain" or has laid" 

Lain, a form of lie, is used only with have, has, or had. It 
means reclined, rested, or remained. 

Laid, a form of lays, is used with have, has, or had, and with 
is, are, was, were, been. It means put, or placed. 

Ex. 1. Substitute lain or laid where they are not used, and 
where they are used explain their meaning : — 

1. It has stayed long enough. 5. We are laid up for repairs. 

2. You might have put it by. 6. What can have lain in it? 

3. The money was laid away. 7. It will be laid on the table. 

4. Had the books lain long ? 8. Had you laid the gun down ? 

Ex. 2. Supply lain or laid, and explain your choice : — 

1. Has it idle long? 4. No one had on the bay. 

2. The hen has ah egg. 5. They've the body 

3. A brick is in mortar. down, 

135 



G. It has been over again. 8. O, had she at anchor? 

7. They have here ten 9. Mow long lias it where 

years. yon it ? 



175, -Letters to Write. 

Ex. 1. Write as if to the Oliver Ditson Co., 459 Washing- 
ton St., Boston, asking them to send to yon by mail a piece of 
music called Schumann's "Happy Farmer," arranged for the 
piano. Suppose it to cost fifty cents, for which you inclose a 
money order. 

Ex. 2. Write a letter as if to the Superintendent of Schools, 
inviting him to attend the public exercises at your school on 
Arbor Day. Tell what kind of tree is to be planted, and some- 
thing more of what is to be done, or what the programme is. 

Ex. 3. Try writing a letter for your mother to a merchant 
in some city, asking him to send her several yards of cloth. 
You would speak of inclosing a sample, and tell how the 
cloth is to be sent, and how it is to be paid for. Sign your 
initials under your mother's name. 

Ex. 4. Write such an answer to either the first or the third 
of the letters outlined above as you think a business man 
would send. 



176.— A Study of the Toad. 

Watch a toad in the garden far a far days, <nul then ansuh r 
these questions and he ready to ask others. Finally write an (he 

subject. 

1. How does a toad differ in shape from a frog? 2. How- 
does its skin differ from the frog's skin? o. Where do toads 
live? 4. At what season are they found about Mater? 
5. AVhat are they doing there? 6. How do the eggs differ 






from those of the frog ? 7. Into what do they hatch ? 
8. Give two reasons why a full-grown toad cannot swim as well 
as a frog. 

9. Where do toads stay in the day-time? 10. When do 
they feed? 11. What do they eat? 12. When do you see 
the greatest number of toads ? Why then ? 

13. Where do toads stay in winter? 11. Upon what do 
they live then? 15. How early in the spring do we see 
ways 



them ? 16. In what wavs are toads useful to man ? 



177. -The Use of "got." 

1. Is there any difference in meaning between " I have ten fingers" 
and " I have got ten fingers " ? 2. Does the word got help the meaning? 
3. Which is the better expression of the two? 4. Give a synonym for 
got in the following sentences. What does got mean? 

He has got his money by hard work. 
We might have got some dishes for you. 

Do not use got where it is not needed. 

Read the folloiving sentences without supplying got unless you 
think it is needed: — • 

1. South America has very few gulfs or bays. 

2. An orphan is one who has no parents. 

3. Have you leave to go with us ? 

4. Grown persons have thirty-two teeth. 

5. How many teeth has baby this year? 

6. Have you a knife in your pocket ? 

7. Have you all your lessons learned ? 

8. Has she her work done so soon ? 

9. She always has me to help her. 

10. What a severe cold you have ! 

137 



178. — Thoughts from a Picture. 




Ex. 1. Describe the scene represented here, — the water, the 

sky, and what is in them ; the house, its shape, ivhat it stanch 
upon, and of ivhat it seem* to be built. 

Ex. 2. After a talk about " Lighthouses,''' write what you learn 
of them. 138 



Explain the need of thern, how and where they are built, and 
by whom, what kind of lamp is used, what surrounds it, what 
kind of men are required for keepers, how they live, and how 
many lives are trusted to them. You may learn what different 
kinds of lighthouses there are. 



179. — Past Forms of Verbs. 
It is said that some animals drown their prey. 
The poor fellow sank and finally drowned. 

1. Do is and drown tell what is clone at the present time or what was 
done in the past? 2. Which do sank and drowned show ? 3. Which of 
the following words refer to what happened in the past? What do we 
mean by past forms ? 



bind . 

bring . 
buy . 
catch . 
fight . 



bound 


grind 


brought 


leave 


bought 


lose 


caught 


teach 


fought 


think 



ground 

left 

lost 

taught 

thought 



Ex. 1. Use in sentences the past forms among the tvords in the 

preceding list. 



Ex. 

forms 



2. In place of the italicized loords belotv, use their past 

1. He binds books for the public library. 

2. He brings us oranges from Sicily. 

3. They buy blankets for the Indians. 

4. Fishermen catch cod near the cape. 

5. Our countrymen fight for their rights. 

6. The miller grinds the farmers' wheat. 

7. What we can not take, we leave. 

8. The merchant loses more than he gains. 

9. Can it be that the ignorant teach the wise ? 
10. I think that the house is vacant. 

139 



180.— Sentence- Making. 

After a conversation-lesson or study of the dictionary^ tell the 
difference between — 

a tenant and a landlord ; an island and a lake ; 

a debtor and a creditor ; the president and the governor ; 

a steamboat and a schooner : a shade and a tint. 



181. — Verb Forms used with "Have, Has, Had." 

1. Put they before each word in the first and third columns, and read 

col- 
past 



rapidly. Then use she. Then /. 


2. Read the second and foui 


umns, using they have ; she has ; 


I had. 3. Which are simp 


forms ? 




came come 


grew grown 


went gone 


rose risen 


fell fallen 


took taken 



Ex. 1. Make statements or questions, using first one form and 
then the other. 

Ex. 2. Supply the right form hi the following lines. Practice 
reading them till you can do so without hesitation. 

1. Her hair white. 6. What if it had on us? 

2. She has old. 7. The news yesterday. 

3. The sun ■ in a cloud. 8. You have too soon. 

4. The moon has not . 9. The snow off last week. 

5. The old wall this noon. 10. Every flake has . 



182. -Holidays. 

Explain why the following days are Holidays or JToly Dayt^ 
and tell how each one is usually kept : — 

Fourth of July; February 12; February 22; Christinas; 
Easter; Arbor Day; Memorial Day; Thanksgiving; New 
Year's Day. 

140 




183.— Old Ironsides. 

Oliver Wendell Holmes, a delightful writer 
of both prose and verse, was born at Cam- 
bridge, Massachusetts, August 29, 1809. He 
was for the most of his life a lecturer in 
Harvard University. "The Autocrat of the 
Breakfast Table " 3s his best known j>rose 
work. He wrote many poems, — some seri- 
ous, some humorous. " The Chambered Nau- 
tilus," " The Living Temple," and the " Prom- 
ise " are the ones by which he wished to be 
remembered. 
When Oliver Wendell Holmes was a young man of nineteen, a propo- 
sition to destroy the " Constitution," a frigate in the United States Navy 
that had won many victories for the " Stars and Stripes," aroused great 
opposition. The vessel was old and unseaworthy, but she was loved for 
the service she had rendered during the War of 1812. Fired with the 
spirit of patriotism he wrote the following poem, which settled the 
question of the destruction of the old ship. She was repaired, and even 
now(1901) may be seen at the Navy Yard at Charlestown, Massachusetts. 
Dr. Holmes died October 7, 1894, aged 85. He was the last of the 
" Six American Poets." Read his " The Last Leaf." 

OLD IRONSIDES. 

Ay, tear her tattered ensign down ! 

Long has it waved on high, 
And many an eye has danced to see 

That banner in the sky ; 
Beneath it rung the battle shout, 

And burst the cannons' roar : 
* The meteor of the ocean air 

Shall sweep the clouds no more. 

Her deck, once red with heroes' blood, 

Where knelt the vanquished foe, 

141 



When winds were hurrying o'er the flood 

And waves were white below, 
No more shall feel the victor's tread 

Or know the conquered knee : 
The harpies of the shore shall pluck 

The eagle of the sea ! 

O, better that her shattered hulk 

Should sink beneath the wave ! 
Her thunder shook the mighty deep, 

And there should be her grave. 
Nail to the mast her holy flag, 

Set every threadbare sail, 
And give her to the god of storms, 

The lightning and the gale ! 

Ex. 1. Tell the story of " Old Ironsides.'''' 

Ex. 2. Learn the poem and write it from manor//. 

Ex. 3. Find what you can about the author and his writings. 



184. — Forms of Verbs. 



Present Form. 


Past Form. 


Form with have, lm 
am, are was, w< n , / 


break 


broke 


broken 


freeze 


froze 


frozen 


speak 


spoke 


spoken 


steal 


stole 


stolen 


weave 


wove 


woven 


write 


wrote 


written 



1. Give the forms used to show what happened last year. 2. May 
these forms be used with have or is? :'>. Repeat after has the forms that 
are proper to use with it ; after have; are; is; was. 

142 



Ex. 1. Fill the blanks with the proper forms of — 

Break : Think of having a promise. 

Freeze : Is the water this morning? 

Freak : Do 3011 know who the window ? 

Speak : She hasn't to me for a long time. 

Steal : I found that a thief had it. 

Weave: The wire has been into mats. 

Write : I haven't my exercise yet. 

Freeze : It seems to me that I am nearly . 

Write : My cousin to us last week. 

Steal : Were the jewels lost or — ? 

Ex. 2. Put the following words into sentences: — 

Written ; froze ; broke ; woven ; broken ; stole ; frozen 
spoke ; wove ; spoken. 

185. — Choice of Verb Forms. 



Present Form. 


Past Fokm. 


Form with hare, is, are, be, etc. 


give 


gave 


given 


take 


took 


taken 


shake 


shook 


shaken 


drive 


drove 


driven 


ride 


rode 


ridden 


eat 


ate 


eaten 



1. Repeat rapidly the three forms of each word. 2. Repeat with we 
all those that may be used after it. 3. Repeat the words in the third 
column after she has; it was; they have been; I had; what is; which 
were. 

Fill the blanks below, first with the present form, then with 
the past form, and then with the have form, of — 

Give : Mr. Peabody freely to the poor. 

Take : The miser but never . 

143 



Shake: How the earthquake — the buildings! 

Drive : The shepherd his sheep into the fold. 

Hide : Many a tourist a bicycle. 

Eat : The silkworms the mulberry leaves. 



186. — A Picture for Study. 

Ex. 1. How Soap 
Bvhbles are made. 
Tell about — 

Making the suds 
— blowing the bub- 
bles — how they 
move — how they 
look — what makes 
the colors — why 
they break — what 
is in them. 

Ex. 2. Describe 
the picture of the 
"B ubble Blowers? 

Do not leave any- 
thing out. 

Ex. 3. Write a 
letter to our of your 
friends, inviting her 

'to a bubble parti/. Tell when and where it is to be, and tell a 
little about the guests. 

Ex. 4. Your friend replies either regretting that she cannot 
accept your invitation on account of the illness of her mother, 
or accepting it with pleasure. Write an appropriate letter, 

144 




187.— Mistakes to be Avoided. 

Shall or will f In asking questions with I or we, say " Shall 
I? " or " Shall we ? " Will makes no sense. 

Ex. 1. Fill the blanks properly, and make other sentences : — 

I water your horse, sir? 

What we give him, oats or hay ? 

May or can ? When asking or giving permission, say " May 
I? " or " You may." " Can I ? " means "Ami able ? " 

Ex. 2. Fill the blanks properly and make other sentences : — 

we study together ? You if you like. 

I close the window ? You if you . 

a bird fly if its wing is broken? 

( Teach means give instruction. 
Learn or teach? \ T , , , 7 

( Learn means get knowledge. 

Ex. 3. Supply the proper words, and make other sentences : — 

Will you me to play? My mother me to sew. 

I think I can ■ easily. We cannot ■ him new tricks. 

Ought. There is no need to put had or hadn't with ought. 
Say simply, " She ought," or " She ought not.' 1 

Ex. 4. Supply the proper words, and make new sentences : — 

1. She said we to use slang. 2. they to go 

back now ? 3. No one to use such words. 4. We 

to be ready. 

Love and like. We love our country, our homes, and the dear- 
est of our friends. We like things to eat and to look at, and 
we may like to do things. 

145 



Ex. 5. Explain hoiv the following sentences should read ; — 

I never to play games. Ask Nell whether she — 

olives. 

. Ex. 6. Use the following ivords correctly in sentences : — 
will shall can may 

ought like love done 

shook woven froze dove 





188. 


— Forms of Verbs 






Present Fori* 


. 


Past Form. 


Form 


with has, was 
been, etc. 


were 


drink 




drank 




drunk 




sink 




sank 




sunk 




ring 




rang 




rung 




sing 




sang 




sung 




spring 




sprang 




sprung 




begin 




began 




begun 





1. Give the past forms of the words in the first column. 2. Ts it 
proper to use have with these past forms? 3. Use has with the word* 
in the third column ; then use teas ; is ; will be ; has been. 



Fill the blanks with the proper form of 

Drink : We have enough. 

Sing : Have I — — that be- 
fore? 
Begin: Winter last Fri- 
day. 

Has she it all ? 

Has the bell yet? 

I twice last night. 

Who the bell ? 



Brink 
Ring : 
Sing : 
Bing : 



Begin : 

Si ah- : 



Spring : Both lions — 

him. 
Has school — 
It had 

shore. 
Was that 

rectly? 
Had he ever 

wine? 



Sine 



Brink 



- at 

yet ? 

near 



146 



189. — Advertisements to Answer. 
Write a letter answering for yourself or for some other person 

one of the following advertisments : — 



"TXT" ANTED. — An e r r a n d 
boy in a lawyer's office. 
Apply by letter, stating age, 
progress in school, etc. Wm. 
A. Choate, 593 Clark St., Chi- 
cago, 111. 



TpOUND. — a pocket-book 
containing money. The 
owner may have it by proving 
property and paying the cost 
of advertising. Address, or 
apply in person to, Benjamin 
Wood, Hotel St. Cloud, Pitts- 
burg. 



TTT ANTED. — A situation 
by a competent Scotch 
girl ; for either cooking or gen- 
eral housework ; city or coun- 
try. Good references. Ad- 
dress Jane McGregor, 1024 
Vine Street, Cincinnati, Ohio. 



rpo LET.— 

A sunny, 



97 Chester Sq. 
well-furnished 
front room, with first-class 
board. Address Mrs. L. A. 
Hastings. 

Boston, Sept. 20. 



190.— Advertisements to Write. 

1. You have lost a pet dog. Write an advertisement for a 
local paper, describing him and offering a suitable reward. 
Make it complete but brief. Every line adds to the cost. 

2. You are obliged to leave school to go to work. Adver- 
tise for such a position as you think you could fill, stating your 
qualifications. 

8. Write an advertisement describing briefly such a house 
as you wish to hire. Mention the location desired and certain 
advantages it must have. 

4. Write such an advertisement as a dressmaker might use ; 
a coal dealer ; a druggist ; a florist ; a grocer who has recently- 
removed to a new location. 

147 



191.— Synonyms. 

Ex. 1. From the following words select the synonym* and write 
them in pairs : — 



chide 


exact 


criminal 


limit 


design 


remote 


prudent 


dismal 


sturdy 


rebuke 


intention 


cautious 


gloomy 


accurate 


culprit 


hardy 


boundary 


farming 


agriculture 


distant. 



Ex. 2. Use ten of the .preceding words in sentences. 

Ex. 3. Change the sentences that you hare written by using 

synonyms tvherever possible, and tell whether the meaning is 
altered. 



192. — A Poem for Study. 

THE LANDING OF THE PILGRIMS. 

The breaking waves dashed high 
On a stern and rock-bound coast; 

And the woods against a stormy sky, 
Their giant brandies tossed ; 

And the heavy night hung dark, 

The hills and waters o'er, 
When a band of exiles moored their bark 

On the wild New England shore. 

Not as the conqueror comes, 
They, the true-hearted, came, 

Not with the roll of stirring drum. 
And the trumpet that sings of fame ; 
148 



Not as the flying come, 

In silence and in fear ; — 
They shook the depths of the desert's gloom 

With their hymns of lofty cheer. 

Amidst the storms they sang ; 

And the stars heard, and the sea ; 
And the sounding aisles of the dim woods rang 

To the anthem of the free. 

The ocean eagle soared 

From his nest by the white wave's foam ; 
And the rocking pines of the forest roared, — 

This was their welcome home ! 

There were men with hoary hair, 

Amidst that pilgrim band ; — 
Why had they come to wither there, 

Away from their childhood's land? 

There was woman's fearless eye, 

Lit by her deep love's truth ; 
There was manhood's brow serenely high, 

And the fiery heart of youth. 

What sought they thus afar? 

Bright jewels of the mine? 
The wealth of seas, the spoils of war? 

They sought a faith's pure shrine. 

Ay, call it holy ground, 

The soil where first they trod ! 
They have left unstained what there they found, 
Freedom to worship God ! 

— Felicia 1). Hemans. 
149 



Ex. 1. 1. Who were the exiles mentioned in the seventh 
line ? 2. What was the name of their bark ? 3. On what 
part of the New England shore did they land? When? 4. De- 
scribe the band after reading the fourth stanza. 5. Why did 
the Pilgrims leave their native land? 

Ex. 2. After conversation, tell briefly the story of " The Pil- 
grims.' 1 '' 

Ex. 3. Commit to memory this beautiful poem of Mrs. Hemans. 
Learn something about the author. 

Ex. 4. The picture on the opposite page represents two of 
the younger pilgrims, John Alden and Priscilla, and is from a 
painting by George Henry Boughton, an English artist. 

Describe the picture. Account for the Bible ; for the gun. 
What does the picture suggest as to the character of the Pil- 
grims f 

You will be interested to read what Longfellow says about 
John Alden and Priscilla in "The Courtship of Miles Standish." 
Study other Pilgrim pictures by the same artist. 



193. — Verb Forms. 



1. What do the present forms show ? 
3. Repeat the three forms of each verb, 
third form of each is used. 



What do past forms show ? 
Show in sentences how the 



Present Form. 


Past Form. 


Form 


with have, had, etc. 


swear 


swore 




sworn 


tear 


tore 




torn 


wear 


wore 




worn 


swim 


swam 




swum 


run 


ran 
151 




run 



Ex. 1. Fill the following blanks with tin- proper form of — 

Swear : Both witnesses had falsely. 

Swim : I do not know who ■ across the river. 

Swim : Have you so far as that ? 

Wear : The poor fellow's clothes were badly . 

Tear : Who this page? It was not before. 

Hun : The brooks all dry last August. 

Ex. 2. Use the following words in statements or in questions: — 

Swore, run, tore, swum, wore, worn, swam, torn, ran, sworn. 



194. — Mistakes to be Avoided. 
"This, that"; "these, those." 

This and that are used with singular names. 
These and those are used with plural names. 

2%««kind; these kinds ; that sort ; those sorts. 

Them is not to be used with any noun, 

Fill the blanks first with this or these, and then with that or 
those : — 

book house • kind sort 

books houses kinds sorts 

1. kind of apples is sweet, but kind is sour. 

2. three kinds of flowers go well together. 

3. I do not like sort of pens. 

4. Books of kind should never be written. 

5. ■ kind of carpets is made in Lowell, but kind 

comes from England. 

6. Please let me take scissors. 

152 



" Who " ok " which." 

When speaking of persons, say ivho or that ; when speaking 
of animals, say which or that. 

Supply the proper word in the folloiving sentences : — 

1. Did you thank the person told you ? 

2. Have you ever seen a bird could talk? 

3. Why are animals live in the Frigid Zone commonly 

white ? 

4. The gentleman ■ ■ welcomes the guests is the host. 

5. Some fish live in caves are eyeless. 

6. I have several pets of I am very fond. 



195. — A Fable to Reproduce. 

Some larks had a nest in a field of grain. One evening the old larks 
coming home found the young ones in great terror. " We must leave 
our nest at once," they cried. Then they related how they had heard the 
farmer say that he must get his neighbors to come the next day and help 
him reap his field. " Oh," cried the old birds, "if that is all we may 
rest quietly in our nest." 

The next evening the young birds were found again in a state of terror. 
The farmer, it seems, was very angry because his neighbors had not 
come, and had said that he should get his relatives to come the next day 
to help him. The old birds took the news easily, and said there was 
nothing to fear yet. 

The next evening the young birds were quite cheerful. " Have you 
heard nothing to-day ? " asked the old ones. " Nothing important," an- 
swered the young. " It is only that the farmer was angry because his 
relatives also failed him, and he said to his sous, "Since neither our 
relatives nor our neighbors will help us, we must take hold to-morrow 
and do it ourselves." 

The old birds were excited this time. They said, "We must leave 
our nest to-night. When a man decides to do a thing for himself, and to 
do it at once, you may be pretty sure that it will be done." 

153 



196. — Birds of Prey: Eagles, Vultures, Owls, etc. 

Learn as 

much as you 
can about owls, 
and, after talk- 
ing about them, 
write a good 
description of 
them and of 
their habits. 

1. Mention 
several things 
(j n w h i c h 
birds feed. 

2. What arc 
birds of prey ? 

3. Why are 
chickens afraid 
of ha ny k s? 

4. What kind 
of claws do 
birds need in 
seizing their 

prey? 5. How do they carry it? 6. When asleep on a branch, 
what keeps an owl from falling off? 7. Of what use is 
the hooked beak? 8. How is the owl's face different from 
that of most other birds? 9. Does it seem to you grave 
and wise? 10. Why are the owl's feathers so soft and downy ? 
11. What other animal sees easily at night? 12. When are 
rats and mice most liable to be caught? 13. What birds 
sing ; chirp ; screech ; hoot ; scream ; caw ; gobble ; cackle ; 
twitter ? 

154 




197. — Our National Hymn. 
My country, 'tis of thee, 
Sweet land of liberty, 

Of thee I sing; 
Land where my fathers died, 
Land of the pilgrims' pride, 
From every mountain side 

Let freedom ring. 

My native country, thee — 
Land of the noble free — 

Thy name I love ; 
I love thy rocks and rills, 
Thy woods and templed hills ; 
My heart with rapture thrills 

Like that above. 

Let music swell the breeze, 
And ring from all the trees 

Sweet freedom's song- 
Let mortal tongues awake ; 
Let all that breathe partake ; 
Let rocks their silence break 

The sound prolong. 

Our Father's God, to Thee, 
Author of Liberty, 

To Thee we sing : 
Long may our land be bright 
With freedom's holy light ; 
Protect us by thy might, 
Great God, our King. 
Learn this hymn and practice writing it from memory until you 
can make a perfect copy. Find the author's name. 

155 



PART II. 
ELEMENTS OF GRAMMAR. 



1 98. — Kinds of Sentences. 

Whenever we talk or write, we express our thoughts by 
the use of words. These words grouped together form sentences. 
Each complete thought expressed in words makes a sentence. 
Sometimes we ask a question, as in — 
From what do leaves come ? 
Sometimes we make a statement about a thing or person, 
as in — 

Leaves come from buds. 

Sometimes we give a command or make a request, as in — 

Find some leaf-buds and flower-buds. 
Please tell me the difference between them. 

Sentences are complete statements, questions, or commands. 

An Assertive sentence is one that contains a statement. 
An Interrogative sentence is one that asks a question. 
An Imperative sentence is one that gives a command or makes 
a request. 

Sentences of any of these kinds may be spoken with great earnestness 
or strong feeling, as in — 

Mother ! The cows are in the corn ! 
What shall we do ! Drive them <>ni ! 
156 



Sentences uttered in this way are called exclamatory sentences. 
In writing them the exclamation point (!) indicates what the tone of the 
voice shows in speaking. Such sentences as — 

AY hat a strange story he tells ! 
How delightfully he tells it ! 

are also called exclamatory. 

Ex. 1. In the folloiving selection, try to find the three kinds of 

sentences : — 

The little Hiawatha was in the wigwam. He had been asleep. It 
was midnight, and the wigwam was very dark. 

All at once he heard sounds from the forest. "What is that, Noko- 
mis ?" " Is it the Naked Bear ? " " Hush, little boy ! It is but the owl 
and the owlet. They are hooting and laughing in the forest. They are 
not hooting at us. Close your eyes and sleep." She told him stories of 
the owls. She sans; the sono- of the owlet to him. 



199.— The Two Parts of a Sentence. 

I. The Subject. Supply words to show what it is the other 
words say something about : — 

blows. float in the sky. 

growl. rises in the east. 

crow. are brought from Florida. 

Every sentence has two parts. One part shows what the 
rest says something about. This part is the Subject. 

When we say " Water freezes," the word water shows what 
it is about which we say freezes. Therefore water is the 
subject. 

Ex. 1. Mead the words that show -what we speak about in these 

sentences : — 

157 



The rain falls. Butter is made of cream. 

The lightning Hashes. Turtles lay eggs in the sand. 

The thunder rolls. Some fishes have no eves. 

Ex. 2. Make sentences, using these words as subjects : — 



watches 


frogs 




the Indians 


vases 


oxen 




our house 


clouds 


mittens 




some hoys 


cold weather 


bits of p: 


tper 


pens and ink 



The subject of a sentence represents that about which something 
is said. 

II. The Predicate. Supply one or more words to show what 
is said about each of these subjects : — ■ 

Dogs . The sun . Charles . 

Birds . Grace . The train . 

Fishes — . Ice . The owl 

Besides the subject, every sentence has another part that 
shows what is said about something'. This part is the Predicate. 

When we say, " The stars twinkle," twinkle shows what is 
said of the stars. Therefore, twinkle is the predicate. 

Ex. 3. In each of the following sentences, what do we speak 
about ? What is said about it ? 

A triangle has three sides. The bear slept all winter. 

A soap bubble is a sphere. A cat has eighteen claws. 

The peacock came from Asia. The oak tree bears acorns. 

Ex. 4. Supply subjects for these predicates : — 

drinks at the trough. brings the letters. 

swim in the sea. carries the news. 

grow in the ponds. sharpens the knife. 

The predicate of a sentence shows what is said about the subject. 

158 



200. — Subject and Predicate Combined. 

Ex. 1. Find the subject and predicate in each of the following 
sentences, each time explaining them. 

Example : — " Each day has its duties." Each day is that 
about which something is said, and therefore is the subject. 
Has its duties is what is said about each day, and therefore it is 
the predicate. 

1. Diligent boys make great men. 

2. Vapor rises from the ocean. 

3. Columbus was born in Italy. 

4. The American flag is the symbol of liberty. 

5. Whittier wrote " Snow Bound." 

6. The city of Venice is built upon islands. 

7. Commodore Perry was called " The Hero of Erie." 

8. The Norwegians hunt on snow-shoes. 

9. Some rivers rise from springs. 

10. The pond-lily closes its white leaves at night. 

How many subjects and predicates in each of the sentences 
in the preceding exercise ? 

A simple sentence is a sentence that has one subject and one 
predicate. 

Sixty seconds make one minute. 
Sixty minutes make one hour. 

Sometimes two or more simple sentences are joined together, 
as in — 

Sixty seconds make one minute, and sixty minutes make one hour. 
It is going to snow, but I shall be there. 

A Compound Sentence is a sentence made by uniting two or more 
simple sentences. 

159 



Ex. 2. From the following make three compound sentences : — 

The sky is blue Frogs only croak. 

Birds sing- sweetly. The stars appear. 

The sun sets. The air is very dear. 

The simple sentences that form a compound sentence are 
generally separated by commas. 

Ex. 3. Make compound sentences of the following, using and, 
but, therefore, yet, or, nor, as connecting words : — 

1. Listen to the bird 6. That lesson was long 

2. The signal sounded 7. I am not satisfied 

3. Donotattempt.it 8. The sun warms the earth 

4. Has he confessed 9. He heard the whistle 

5. Time is Hying 10. Do you enjoy driving 



201. — Nouns. 



We have been learning how to use words in expressing our 
thoughts. Let us now learn something of the kinds of words 
that we use. 

The sun ripens the grain. 

The leaves cover the trees. 

The branches bend with fruit. 

Do flowers grow by the roadside? 

1. What words in these sentences are used as names? 2. Which of 
them mean more than one ? 3. Give the names of four things to be Been 
in the sky. 4. Of five things that maybe bought at a store. 5. Of 
four wild animals. 6. Of four animals that fly. 7. Of four parts of 
a leaf. 8. Of ten things in the schoolroom. 

Ex. 1. Ten of the following ivords mag be used as name*. 
Which are they f 

true; watch; beautiful; tack; think; steamer; steam: straight; 
paint; back; crocus; miller; tired: angry; anger; strong; Strength. 

1G0 



A Noun is the name of something. 
Common and Proper. 1. Which of these names apply to you? 

boy pupil daughter animal niece 

girl son child nephew singer 

2. Might they describe any one besides you? 3. How many others? 
4. What is your own name; that is, what name was meant for you and 
no one else? 5. Which of the following names belongs to one person 
only ? 

man officer patriot 

soldier citizen George Dewey 

6. Which of them would be used of many other jjersons ? 7. Mention 
the name that is the property of only one man. 8. Of one woman. 
9. Of one city only. 10. Of one country. 11. Of one island. 12. Of 
one nation, 

13. Mention a name that may refer to each one of more than ten thou- 
sand animals. 14. To each one of a million persons. 15. To each one 
of a thousand streams of water. 

17. Which of the following nouns belong to just one person, place, or 
thin a 1 ? 



river 


Amazon 


president 


Abraham Lincoln 


city 


Brooklyn 


country 


France 


town 


Melrose 


state 


Minnesota 


street 


Broadway 


ocean 


Atlantic 


mountain 


Etna 


book 


" The Arabian Night; 



18. Which of them may apply to any one of the kind, or to all of the 
kind ? 

19. How man) 7 persons are there in your schoolroom? To how many 
could you give the names boy? girl? How many have the name Robert ? 
Ruth? 

Boy and girl are Common nouns because they are names of 
many persons. 

Robert and Ruth are Proper nouns because each is a name 
meant for one person as his own property. 

161 



A Proper noun is a special name meant for only one person or 
thing. 

A Common noun is a general name that applies to any part or to 
the whole of a kind or class of objects. 

Proper nouns should begin with capitals. 

Ex. Mention the common and the proper nouns in Lesson >4- 



202.— Nouns: Number. 

We have seen in Lesson 23 that nouns may be singular or 
plural. 

A noun that names one thing is in the singular number. 

A noun that names more than one thing is in the plural 
number. 

Here are the rules that we have learned for forming plu- 
rals : — 

1. Most singular nouns are made plural by adding s. 

2. Nine singular nouns are made plural without adding 8. 

3. All singular nouns that end in s, x, z, sh or ch (soft) are made plu- 
ral by adding es. 

4. Singular nouns ending in y after a consonant, are made plural by 
changing y to ies. 

5. Sixteen singular nouns ending in / or fe are made plural l>y 
changing / or fe into vcs. 

6. About forty singular nouns ending in o are made plural by adding 
es. Most of them are in common use 

Ex. 1. Spell the plurals of these nouns : — 

army negro foot topaz crutch wolf 

life . key enemy potato tax rush 

ox guess half child tooth mouse 

Ex. 2. In writing these sentences change "one" to " two" <<>nl 
make other needed changes : — 

162 



1. One fourth of one dollar is twenty-five cents. 

2. One fiy has six legs. 

3. One penny will buy one cake. 

4. One child plays with one toy. 

5. One ox has eight shoes. 

6. One man mows the lawn in two hours. 

7. One German joined his regiment. 

8. One quart equals one-eighth of one peck. 

9. One box of butter weighs five pounds. 
10. One medal was oi ve n to one hero. 



prince 


Henry 


nephew 


landlady 


Ruth 


sister 


husband 


William 


widow 


king 


hero 


brother. 



203. — Nouns: Gender. 

Which nouns in this list refer to males and which to 
females f 
aunt 
niece 
queen 

A noun that names a male is said to be of the masculine 
gender. 

A noun that names a female is said to be of the feminine 
gender. 

Compare the words in each two columns. Tell how they 
differ in form and meaning. 

baron baroness Jew Jewess 

heir heiress prince princess 

host hostess poet poetess 

count countess Quaker Quakeress 

Sometimes a feminine noun is formed by adding ess to the 
masculine. As, — 

shepherd (masculine); shepherdess (feminine). 

Sometimes other endings or even entirely different words 
are used to indicate the gender of the noun. As, — 

hero, heroine : king, queen ; sir, madam. 
163 



Ex. 1. Change the nouns in these sentences to nouns of the 

opposite gender : — 

1 . My brother's wife lives with her aunt. 

2. The queen's heir will support his niece. 

o. The landlady and her son cheered the prince. 

4. My nephew and his wife met the author in London. 

5. The king entertained the countess and her brother. 

6. Mr. Lee's son, Jessie Crane, and his brother called on the actor, 
Francis Joy. 

7. In fairy stories we read of heroes, giants, mermaids, gods, am] 
witches. 

8. The heir to that estate was the hero of the story. 

9. The guilty man was her father's brother. 

10. When the emperor Joseph was a lad, he made good use of his 
opportunities at school. 

The names of things without sex are sometimes said to he 
of the neuter gender ; that is, they are neither masculine nor 
feminine. 



204. — Nouns: Case. 

Review Lessons 27, 94, 126. 
Explain the possessives you find in the sentences below : — 

1. Washington's home was at Mount Vernon. 

2. Landscapes are Nature's pictures. 

3. The daisy's petals are pure white. 

4. Eugene Field's poems are the children's delight. 

5. Have you seen an Indian's wigwam ? 

We have learned that nouns sometimes have a form ending 
in apostrophe-s ('s), which we have called the possessive form. 
Instead of speaking of the possessive form of nouns, we may 
speak of the possessive case, of nouns, meaning precisely the 
same thing. 

164 



Here is a rule to guide us in writing the possessive case of 
nouns : — 

To plurals ending in s, add an apostrophe only ( ' ) ; to all other 
nouns add apostrophe-s ( 's). 

Ex. 1. Write the possessive ease of these singular nouns : — 
hero lady village mass 

ash street mulatto watch 

wife turkey cherry mouse 

ox sheaf Mower horse 

Ex. 2. First write the plurals of these same nouns, and then 
change them to the possessive case. 

Ex. 3. Make a list of all the plural nouns in Lesson 49 » °f 
all the masculine nouns ; of the feminine nouns ; of the pos- 

sessives. 



205. — Pronouns: Kinds. 

" I can help you," said Mr. Gray to little Nell ; " let me give 
you something for your garden." And when she thanked him, 
he said to himself, " I shall take up some roses and send them 
to her." 

1. For whom does / stand ? 2. Who is meant by you ? 3. Byrne? 
4. By she? 5. By him? 6. What is meant by he? by himself? by 
them? by her? 7- Is there any person for whom such names may not 
sometimes be used ? 8. Read these sentences using the nouns instead 
of the words that stand for them. How do they sound ? 

Such words as I, my, me, we, our, us, you, your, he, his, him, 
her, they, their, them, it, and its are often needed to take the 
place of ordinary names. We use them when we speak about 
ourselves, or when we mention the person to whom we are 
speaking, or when we speak about some person or thing. They 
are used for nouns and are called pronouns. 

A Pronoun is a word used instead of a noun. 

1G5 



Ex. 1. Write ten sentences making me of some of the pro- 
nouns that have been mentioned. 

I. Personal Pronouns. — Some pronouns always represent the 

speaker. As: — 

I, my, me, we, our, us, myself. 

These pronouns are said to be of the first person. 
Some pronouns always represent the one spoken to, as: — 
Thou, thy, thee, you, your, yourself. 

These pronouns are said to be of the second person. 
Some pronouns always represent the person or thing spoken 
of. As : — 

lie, she, it, they, their, them, himself, herself. 

These pronouns are said to be of the third person. 

A personal pronoun is a pronoun that is used to represent the 
speaker, the person spoken to, or the person or thing spoken of. 

Ex. 2. Select the personal pronouns in Lesson 69. Of what 
person is each one? 

II. Interrogative Pronouns. 

Some pronouns are used to ask questions. Thus : — 

Who was the military leader of the Pilgrims? 

Whose history are you studying? 

Whom do you mean to invite ? 

What was Washington called? 

Which of Kipling's books do you like best? 

Pronouns that are used to ask questions are called interroga- 
tive pronouns. 

Answer the above questions to see what the pronouns who, whose, 
whom, what, and which stand for. 

The word for which the interrogative pronoun stands is always found 
in the answer to the question. 

166 



Who, whose, whom, which, and what are the principal inter- 
rogative pronouns. 

Ex. 1. Write five sentences containing interrogative pronouns. 

Ex. 2. Write five statements ivhieh shall answer these ques- 
tions. 

Ex. 3. Write three interrogative sentences loithout using in- 
terrogative pronouns. 

An Interrogative pronoun is one that asks a question. 

III. Relative Pronouns. 

Aftudious boy is a boy who studies. 

A runaway horse is a horse which has run away. 

A royal yacht is a yacht that the king owns. 

We cannot hear your answer. 

We cannot hear what you say. 

1. In what two ways is the boy described in the first sentence? 

2. What horse are we talking about in the second sentence ? 

3. What two expressions in the third sentence mean the same ? What 
do they describe ? 

4. What is the difference between "your ansiver^ and "what you 



say 



5. What do who, which, and thai stand for in these sentences? 

Expressions like ivho studies, which has run aivay, that the 
king oivns, and what you say are called clauses. Though each 
contains a subject and a predicate it is only a part of the sen- 
tence, and does not express a complete thought. 

The words who, whom, which, and that are pronouns because 
they stand for nouns. They are called conjunctive pronouns 
because they connect the clause to the rest of the sentence. 
They are called relative pronouns because they relate to a pre- 
ceding noun or pronoun called the antecedent. 

167 



What used in a clause is a conjunctive pronoun, though it- antecedent 
is not expressed. 

Ex. 1. Review the last part of Lesson 194. 

Ex. 2. In each of the following sentence* select the relative 
pronoun, and point out its antecedent. 

1. The fur which warms a monarch warmed a bear. 

2. Happy is the man whojindelh wisdom. 

3. Life is what ice make it. 

4. The words that you speak show the thoughts Hint you //on . 

5. He that would thrive must rise at five. 

6. The sentinel who kept the gate fell asleep. 

7. They that seek me early shall find me. 

8. He liveth long who liveth well. 

9. Victoria was a woman whom the nation loved. 
10. A man who holds his tongue is counted wise. 

A relative pronoun is one that relates to a preceding noun or pro- 
noun, and introduces a clause. 

IV. Adjective Pronouns. 

To the Teacher. — The study of adjective pronouns should follow the study of limiting 
adjectives. 

All have faded. One was killed and another wounded. 

Both were wrecked. Each talked to the other. 

Many were orphans. Several were blind. 

That is five minutes slow. This is the last sentence. 

1. Supply a noun after each italicized word. 

2. Tell what each italicized word stands for. 

3. What is a pronoun? Why may these words be called pronouns? 

Words like all, many, each, one, both, this, that, these, those, 
are pronouns because they stand for nouns. They are called 
adjective pronouns because they are limiting adjectives used 
without their nouns. 

1G8 



Ex. 1. Point out the adjective pronouns and tell the noun that 
might be used with each. 

1. Which is the best book, this or that ? 

2. Many went into the battle but few returned. 

3. What is one man's meat is another's poison. 

4. These were laid yesterday, but those are a week old. 

5. All but one were saved from the wreck. 

An Adjective pronoun is a limiting adjective used without its noun. 



206. — Pronouns: Gender and Number. 

Caroline studies her lessons. 
She always does her best. 
Henry admires his sister. 
He does not follow her example. 
He ought to follow it. 

Gender. Which of these pronouns represent a male ? Which a 
female? Which are masculine? Feminine? 

He, she, and it, and their variations indicate gender. Be, his, and him 
are of the masculine gender. She and her are of the feminine gender, and 
it and its are of the neuter gender ; that is, they are neither masculine nor 
feminine. All other pronouns, like /, we, they, them, who, that, one, 
some, few, etc., may represent either males or females. 

Number. 1. Which of these pronouns are singular and 
which are plural? 

He, they, she, their, him, them, her, his. 

2. In the sentence, If any boy knows, let him raise his hand, 
what do him and his stand for? 3. Does " any boy " mean one 
or more than one ? 

4. In the sentence, If the men thought so they would give 
their opinion, what do they and their stand for? 5. Is the noun 
singular or plural ? 

2133 169 



Ex. 1. Supply suitable pronouns here, and tell the nouns to 
which they refer ; that is, tell the antecedents of the pronouns. 

1. Every girl must use own book. 

2. Let each boy do the best that can. 

3. Boys, what will do with guns? 

4. We shall carry with . 

5. Cannot one bring money with ? 

6. The girl said that had no money of own. 

i\ If a man perseveres, commonly succeeds. 

8. If anybody knows, must not tell. 

A pronoun is singular when it stands for a singular noun. 
A pronoun is plural when it stands for a plural noun. 

Rule. — A Pronoun and its antecedent should be of the same 
number and gender. 

Ex. 2. Find all the pronouns in Lesso)t 14 •' point out their 
antecedents, and tell in what respect the pronoun and its antece- 
dent are alike. 



207. — Pronouns; their Cases. 

To the Teacher. — The study of this lesson should follow the study of verbs. 

Review Lesson 132. 

Six very common pronouns — 7", we, he, she, the//, who — have 
three case-forms or cases, to show different uses in sentences : — 

(1) The- possessive to show ownership; as my book, our 
friends, his home ; her child, their money, whose purse. 

(2) The objective, required when the pronoun is used as an 
object, as : See me. Meet its. Call Am. For her; after them; 
with whom? 

(3) The nominative for all other uses in a sentence, as : I 
write, he sings, she plays ; it is they ; we were going ; who is it ? 

170 



Ex. 1. Learn to give these ease-forms in a regular way, as 

follotvs : — 





Nominative. 


Possessive. 


Objective 


Singular 


I 


my 


me 


Plural 


ire 


our 


US 


Singular 


lie 


his 


him 


Singular 


she 


her 


her 


Plural 


they 


their 


them 


Sing, or Plu 


who 


whose 


whom 



The pronoun thou, thy, thee, now used chiefly in prayer or poetry ; the 
possessive forms mine, thine, otirs, hers, and theirs ; and the pronoun who- 
ever and whosoever we shall study about in the future. 

Ex. 2. Learn the six nominative forms ; the six objective forms. 

Ex. 3. Tell the case and number of these pronouns : Her ; 
him ; them ; who ; I ; their ; whose ; whom ; us ; our ; his ; 
me ; they ; my. 

208.— Pronouns: Mistakes in Using Them. 

(To follow the study of verbs and prepositions.) 

Many of our mistakes in talking or writing come from our 
using the objective form of a pronoun when we should use its 
nominative form. Sometimes, too, we use nominative forms for 
objects, which is always wrong. 

Remember that me, us, him, her, them, and whom are objective 
forms, and are to be used as objects of verbs and jwepositions. 

Ex. 1. Make sentences by filling the blanks with one, us, him, 
her, them, or 



1. Mr. Morse asked and to go. 

2. Did you ask or to write ? 

3. He called , but not . 

4. This is a secret between and 

5. The invitation is for and . 

171 



6. For is that bought ? 8. did you give it to? 

7. did he call ? 9. With was lie going? 

10. I want you and to go. He wants you and to go. 

1 1. did they choose as captain ? 

12. Nothing is too good for or . 

13. did you see ? 

14. This is for you and .. 

15. Always say between you and •. 

16. is this for ? 17.1 know he meant. 

Ex. 2. Read these sentences over and over until you become 
familiar with the right form. 

Remember that I, ive, he, she, they and who are nominative 
forms, and are to be used as subjects or subjective complement* 
after such verbs as is, was, were, has been, will be, may be, '-an 
be, must be, etc. 

Ex. 3. Supply I, we, he, she, they, or who to make sen- 
tences : — 

1 and are going to the fair. 

2. and were last night. 

3. There were present only and . 

4. was absent, and so were . 

5. were absent, and so was . 

6. It is . It wasn't . 9 Do you know it is? 

7. Is it ? No, it is . 10. and will go. 

8. It is not nor . 11. It can't he . It must be . 

12. Was it ? No, it was . 

13. knew it was 14 It will not be 



209. —Adjectives : Kinds 
I. Descriptive Adjectives. — We have been talking about nouns and 
pronouns and the way they arc used in sentences There is another kind 
of word that is often used with a noun to add to its meaning. 

Yellow roses. A sad face. Willing hands. 

Bright skies. Short stories. A dark night. 

Happy children. Cross words. Fragrant flowers. 

172 



I. What names or nouns are used here? 2. What kind of roses is 
mentioned ? 3. What word describes the skies? the stories? the hands ? 
4. For what is happy used? sad"} dark"} fragrant"} 

Ex. 1. Think of words that will describe these things by show- 
ing what kind is meant : — 

bear. ice. lesson. - — „ roads. 

well. spring. friends lion. 

Ex. 2. What may these words describe : — 

sour old lofty noisy fair awful 

sweet young low quiet ugly lovely 

Ex. 3. Look at the picture of " The Farm Yard " on page 90, 
and think of all the words that may describe what you see there. 

A word used to describe a person or thing is an Adjective. 

II. Limiting Adjectives. — All the adjectives which we' have 
been using describe things. Besides such adjectives, there are 
'others that show only which ones or how many are meant. 

That mast is broken. Six oaks have fallen. 

Those nests are empty. Some small maples remain. 

Can you solve this riddle ? All roses have thorns. 

Carry these heavy bundles. Come next Sunday. 

1. Tn these sentences there are four adjectives that describe: try to 
find them, 2. What does each one describe ? 3. What word shows 
which mast is meant ? 4. How many oaks have fallen ? 5. Which heavy 
bundles are referred to ? 6. How many roses are meant ? 7. What is 
this used for ? some ? next ? all 1 

Ex. 4. Use these adjectives with nouns in sentences to shoiv 
which ones, or how many, are meant : — 

three every yonder both first several each 

An adjective that describes a person or thing is called a 
descriptive adjective . 

173 ' 



An adjective that shows which one or how many are meant 
without describing, is called a limiting adjective. 

Articles. — The and art or a are words that appear in almost 
every sentence. They are limiting adjective*, but are generally 
called articles. 

An and a, meaning one, are different forms of the same word. 
When it is used before a word beginning with a vowel sound, it 
takes the form an. Before a consonant sound it is simply a. 
As: — 

An emerald, a diamond ; an honor, a beaver. 

An Adjective is a word used to describe some person or thing, or 
to limit a noun. 

Descriptive adjectives made from proper nouns are called 
Proper adjectives. As : Japan, Japanese ; Africa, African. 
Proper adjectives should begin with capital letters. 

Supply ivords made from proper nouns : — 

1. The people of France speak the language. 2. 

carpets are made in Persia. 3. People born in America are 

. 4. Columbus sailed under the flag. 5. Ours is 

die language. 

210. — Adjectives: Comparison. 

Boston is a large city. 
Chicago is larger than Boston. 
London is the largest city in the world. 

1. To what class do the italicized words belong? 2. With what are 
the}' used ? 3. What is the difference in their form ? 

Sometimes we wish to compare persons and things with one 
or with many others. We change the form of the adjective 
when we do this. 

174 



I. The simplest form of the adjective is called the positive 
degree. As : — cold, bright, young. 

II. The form of the adjective used in comparing two persons 
or things is called the comparative degree. This usually ends 
in er. As : — colder, brighter, younger. 

III. The form of the adjective used in comparing one per- 
son or thing with many others is called, the superlative degree. 
This usually ends in est. As : — coldest, brightest, youngest. 

A few common adjectives show their degree by entirely dif- 
ferent words. As : — 



Positive. 


Comparative. 


Superlative. 


good 


better 


best 


bad 


worse 


worst 


little 


less 


least 



Ex. 1. Tell which degree of these adjectives is given : — 

Dearest, nearer, longer, green, sunny, sweetest, dark, oldest, heavier. 

We cannot add er and est to most adjectives of two syllables without 
making ill-sounding words. When we need to use such adjectives in 
comparing persons or things we use more and most with the positive 
degree of the adjective. 

As : — wonderful, more wonderful, most wonderful, 
beautiful, more beautiful, most beautiful, 
remarkable, more remarkable, most remarkable. 

Ex. 2. Think of suitable adjectives to describe these tiling*. 
Do not repeat any adjective. 

brook oak robin island fish 

mountain clouds beach road butterfly 

Ex. 3. Name three tilings that these may properly describe: — 

lovely tine great grand nice awful 

175 



Ex. 4. Write six sentences giving the comparative form of the 

above adjectives. 

Ex 5. Make two adjectives from each of these nouns: — 



sense 


fear 


noise 


faith • 


grace 


taste 


luck 


bone 


joy 


friend 


cloud 


law- 


sleep 


leaf 


care 


mercy 


value 


worth 


love 


pity 



Ex. 6. With which of these adjectives may the prejix un be 
used? How does un change the meaning f 

Ex. 7. Write ten sentences using some of the adjectives which 
you have formed in comparing things or persons. 

Ex. 8. Tell the degree of comparison of the adjectives in the 
following sentences, and tell what each one describes : — 
Helen is a better reader than Carrie. 
The Sahara is the greatest desert on the earth. 
My cough is worse to-day. 
The pass was steep and rugged. 
Her hair was not sunnier than her heart. 
He became a poorer but a wiser man. 
Africa is the hottest of the continents. 

Ex, 9. Select the adjectives in Lesson 3^.; tell the kind and 
what each describes or limits. 



211.— Verbs: Words that Assert. 

We have seen how useful nouns, pronouns, and adjectives are in help- 
ing to form sentences. There is another kind of words, however, more 
important than any of these, because without a word of this kind it is 
impossible to make a sentence. 

Supply the word that seems to be needed to make sentences 
— either statements, questions, or commands — of the fol- 



17G 



The twinkling stars at night. 

The soldier under the green mound. 

Brave men no danger. 

the cherries ripe yet? 

kind to all dumb animals. 

Gold and diamonds from South Africa. 

Victoria queen sixty-three years. 

If we read these expressions as they are printed we neither 
tell nor ask nor command. 

The word that gives them life, and makes each a sentence, is 
called a verb. 

A verb is a word that asserts. 

Most verbs express action ; that is, they tell what things do. 

Winter goes. The buds open. 

Spring comes. Flowers blossom. 

The grass appears. The robin sings. 

1. What word tells what winter does") 2. What tells what the 
flowers do ) 3. What does comes tell us ? opens? appears? sings'? 

Ex. 1. Supply words to tell what these things do : — 

Hens . Cats . Lambs . Fire ■ . 

Doves . Geese . Plants . Rivers . 

Stars — — . Lead . Bees ■ ■. Fish . 

Ex. 2. Using the following verbs, write two statements, two 
questions, and two commands : — 

sleep study toil jumps whine 

sails speak forgive listen paint 

Ex. 3. Make a sentence without a noun; without a pronoun ; 
without an adjective. Can you malce one without a verb ? 

" Nouns and verbs are the hones and muscles of language." 

177 



212. — Verbs: Transitive. 



Edward walks. 
James runs. 
Mary talks. 



Samuel sits. 
Ellen stands. 
The children rise. 



1. Mention the verbs in these short sentences. 2. Which 
express action ? 3. Js each sentence complete? 

George opens the book. 

Edna closes the door. 

Sarah lifts a chair. 

The teacher shows the inkstand. 

She takes the pointer. 

John cleans the blackboard. 

The ink soils the paper. 

We all write letters. 

Bring flowers to-morrow. 

1. Mention the verbs in these sentences. 2. Which of them express 
an action that you can perform ? 3. Read each sentence as if there were 
a period after the verb ? 4. What seems to be needed to make the mean- 
ing complete ? 5. In each sentence there is a word that shows what is 
affected by the action. Tell what it is. 6, Who opens, closes, cleans, 
etc. ? 7. What does he or she open, close, lake, lift, etc. ? 

Some verbs need a word to complete the meaning, and to 
show what the action affects, or what receives the action. 

Such verbs are called transitive verbs, and the word that com- 
pletes the meaning is called the complement or object of the 
verb. 

Ring the bells ! Fire the guns ! Hoist the flags ! 

Beat the drums ! Cheer the soldiers ! Shout and sing 1 

Ex. 1. Which of these seven verbs are transitive 1 * 2. What is the 
object of each? 3. Use these verbs in sentences: strike, swing, swim, 
laugh, break. How many did you use with objects ? 4. Write five sen- 

178 



tences containing these words as objects : corn, bicycles, houses, fish, 
nests. 

A Transitive verb is one that has a complement that shows who or 
what receives the action. 



213.— Verbs: Copulative, 
There are a few very common verbs that do not express 
action. They generally tell what things are, or were, or will be. 
Try to tell the difference between these expressions : — 

Ripe cherries Cherries are ripe. 

The stormy day The day was stormy. 

Yellow gold Gold is yellow. 

The honest boys The boys were honest. 

Beantiful pictures The pictures are beautiful. 

Ex.1. 1. Mention the adjectives in these expressions. 2. The nouns. 
3. Read the expressions that say or tell or assert something. 4. What 
kind of word must a sentence contain ? 5. What kind of words are are, 
was, were, is") 6. Read the sentences as if there were a period after the 
verbs. Is the meaning complete ? 7. For what are the adjectives that 
follow the verbs used? 8. Give the subjects. 9. Give the predicates. 

Springtime is welcome. The crops were large. 

The ground was fertile. Farmers have been busy. 

Hay is very fragrant. Their barns are full. 

Ex. 2. 1. Mention the adjectives in these sentences, 2. What does 
each describe ? 3. Give the words that assert. 4. What words join or 
couple the adjective and the subject that shows what it describes ? Men- 
tion the complement of each verb ; that is, the word that completes the 
predicate. 

A verb that has for its complement an adjective that 
refers to its subject is called a copulative verb. 

Copulative verbs sometimes unite two nouns that are names 
of the same thing, one of which is the subject and the other the 
complement. 

179 



Edison is an inventor. Edward VII. was a prince. 

Coal is a mineral. Every man has been a bow 

Washington is the capital. The battle was a victory. 

Show in what way each complement describes the subject. 

Ex. 3. Make sentences with these words as subjects or comple- 
ments of copulative verbs. 

The sky ; Longfellow; Hawaii; Rosa Bonheur's "Horse 
Fair"; our national hymn; the Boers; invisible; calm and 
still ; smoking ; Oklahoma. 

A Copulative verb is one that has a complement that describes what 
its subject names. 

An adjective used as the complement of a copulative verb is 
called a predicate adjective. 

A noun used as the complement of a copulative verb is called 
a predicate noun. 

Come, Mary. Bring your book. Be careful. 

Mary comes. She brings her book. She is careful. 

Mary came. She brought her book. She was careful. 

Ex.4. Which of these verbs is transitive ? Copulative? Com- 
plete? Incomplete? How many different verbs are used t How 

man ij forms of each verb ? What word is used as object ? As 
predicate adjective ? 

214. — Verb-Phrases. 

Sometimes more than one word is needed to help give the 
verb the meaning we wish, as : — 



The sky 
This man 



was 

will be I cloud] 

has been \ a tuercha 

may be 
K might have been 
180 



broke 
will break 
have broken 
ThGb0yS | may break > the window. 

could break 
I might have broken ) 

1. Which of these verbs are copulative? 2. Which are transitive? 
3. Try to tell the difference in the meaning of the six sentences. 4. Of 
how many words does each verb consist ? 

When the verb consists of several words the last one is the 
principal verb, and the others are helping or auxiliary verbs. 
Several words used as a verb make a verb-phrase. We gen- 
erally speak of a verb-phrase, however, as a verb. 

Ex. 1. Use the following verbs in sentences : — 

will be may kill may have been defeated could have been 

can go has shot should have spoken have been called 

can have shall write may have been will have been 

Ex. 2. Select the verbs in the following sentences. Tell the 
subject of each. Which are transitive ? Which are copulative ? 
Point out the objects ; the predicate adjectives ; the predicate 
nouns. 

1. The south wind is warm. 

2. April showers bring May flowers. 

3. A darker day may never dawn. 

4. An honest man never breaks his promise. 

5. Laziness will clothe a man in rags. 

6. The September sun will have ripened the grapes. 

7. Pride must have a fall. 

8. A rolling stone will gather no moss. 

9. Elias Howe was the inventor of the sewing-machine. 

10. The motorman could have prevented the accident. 

11. Here hath been dawning another blue day. 

12. Daisies and buttercups are blossoming everywhere. 

13. Somewhere the sun is always shining. 

181 



215. — Verbs: Tense Forms. 

Review Lessons 179, 185, 188. 

It will be seen that we have already had some practice in the 
use of the principal verb forms. This has helped u.s to use the 
right form in the rigid ■place. We have learned that verbs have 
one form that relates to present time, one that relates to past 
time, and still another that must be used with have or has, or 
other helping verbs. Thus we say, — 

The wind blows now, it blew yesterday, and it has blown all 
the week. 

These are the principal forms or principal parts of the verbs. 
Here are a few : — • 



Present. 

wait or waits 
save or saves 
love or loves 
hate or hates 



Past. Perfect. 

waited waited 

saved saved 

loved loved 

hated hated 



break or breaks broke broken 
see or sees saw seen 



Present. Past. Perfect. 

take or takes took taken 

come or comes come come 

do or does did done 

make or makes made made 

draw or draws drew drawn 

go or goes went gone 



What do you notice about the past and perfect forms of the 
first four verbs in the list? 

Most verbs are like wait and save in this respect: their past 
and perfect forms end in ed. They are called regular verbs for 
this reason. 

A few verbs, perhaps two hundred in all, have irregular 
forms for the past and perfect, and so are called irregular verbs. 

These forms give us trouble when we try to talk and write 
correctly, for we use one form when we ought to use the other. 
Thus we are tempted to say, " done it'* for " did it." "seen it " 
for " saw it," and so on. These are among the worst mistakes 
we can make. 

182 



Always use the past form of a verb to tell what was done in 
past time. 

Always use the perfect form of a verb with has, have, had, 
is, was, will, be, has, been, and other helping verbs. 

Ex. 1. Use the past or perfect form of some verb in filling the 
blanks, and give your reason. 

1. The engine the train. 4. He all the way alone. 

2. Who broken the vase ? 5. I can't swim, but James 

3. The apples were off by the across the river yesterday. 

wind. 6. I him when he it. 



216.— Verbs: Number and Person Forms. 

In Lesson 215 how many present forms are given in the list 
of verbs ? How does the second pres.ent form end ? 

Because this form nearly always ends in s we call it the 
s-form of the verb. Observe how it is used in these sen- 
tences : — 

He outs ice. Farmers cut grass. 

She makes bread. They make hay. 

It feeds the hungry. They give thanks. 

One learns easily. Many learn slowly. 

1. Mention the subjects of the verbs in the first column. 2. What is 
the number of each ? 3. What form of the verb is used? 4. The sub- 
jects in the second column are of what number ? 5. Is the s-form of the 
verb used ? 6. Of what person are the pronouns? Nouns used as sub- 
jects are always of the third person ; that is, they always represent some- 
thing " spoken of." 

We shall avoid many mistakes in our speech if we remember 
that : — 

The s-form of the verb should be used only with singular subjects 
of the third person. 

This rule applies to present indicative tenses only. 

183 



Ex. 1. Choose the correct form of the verbs, and give the red- 
son for your choice. 

1. It (don't, doesn't) take long to 7. Everybody (lias, have) offered 

eross the ocean to help us. 

2. My scissors (needs, need) shar- 8. The fragrance of flowers (fill, 

pening. fills) the air. 

3. Our troubles all (comes, come) 9. (lias, have) anybody called to 

from that source. see me ? 

4. Each state (has, have) two sena- 10. The six days' work (has, have) 

tors. been done. 

5. Each of the states (have, has) 11. (Has, have) everybody found 

two senators. the place? 

6. What (has, have) become of 12. (Was, were) you invited? 

your friends ? 

217 -Verbs: Be, Was, Been. 

Review Lessons 37, 38. 

The verb be is very irregular in its form ; and, as it is used 
more frequently than any other verb in the language, we need 
to take especial pains to learn about it. 

The principal parts of be are — 

Present, be, past, was, perfect, been. 

Other forms with subjects are — 

Pkesent. Past 

Singular Plural. Singular, Plural 

First Person I am We are I was We were 

/Second Person You are You are You were You were 

Third Person He is They are He was They were 

Learn to repeat these forms rapidly. 

Remember that is and was are used with third-singular sub- 
jects, and that are and were are used with />Jnr<i/ subjects <>nlv. 

Am and was may be used with I as subject. Was must never 
be used with you as subject. 

1st 



There is much more to be learned about verbs and their forms and 
uses, but we must defer it until later in our studies. 

Exercise. — Find all the verbs in Lesson 192 ; tell whether 
they are complete, transitive, or copulative ; point out the subject 
and the complement. 

218. — Adverbs: Kinds. 

In a previous lesson we learned how adjectives were used with nouns 
and pronouns to describe or explain. There is a kind of words used with 
verbs in much the same way. 

The boys are waiting. 

The boys are waiting outside. 

The boys are waiting patiently. 

The boys are waiting now. 

1. How does the second sentence differ in meaning from the first?' 

2. In the third sentence, what does patiently show about waiting*}- 

3. What does now show? What do outside, patiently, and now add to 
the verb ? 

Such words are called adverbs because they are used with 
verbs to add something to their meaning. 

I. Of manner. — Walk briskly. Speak gently. Eat slowly. 

I. 1. Read the words that show what some one is to do. What are 
such words called ? 2. What word shows how one is to walk ? to speak ? 
3. What does slowly show ? 4. Supply words to show how one may — 

skate talk stand drive wait sing 

A word that shows how anything is done is called an adverb 
of manner. 

II. Of place. — Stand there. Go yonder. Move forward. 

1. What shows where one is to stand? 2. For what is yonder used? 
forward") 3. Put each of the following words with the verb of a sen- 
tence to show where : — 

down out there anywhere back below 

185 



Adverbs that show where anything is done arc adverbs of 
place. 

III. Of time. — Ask now. Never despair. Come often. 

When is one to ask ? when to despair ? What does often >h<>\\ '.' Use 
the following adverbs in sentences to show when : — 

immediately lately seldom once ever to-day 

Adverbs that show ivhen a thing is done are adverbs of time. 

Ex. 1. Use the following adverbs in sentences, and tell what 
they show : — 

yesterday there not patiently thus 

foolishly often wisely afterwards promptly 

IV. Of degree. — Find the adverbs in these sentences : — 

He sang twice. Was his singing very good ? He sings too 
rapidly. 

1. To what is twice added? 2. With what is very used ? 3. Hew is 
too used? 4. What kind of a word does twice modify or explain? 
5. What is the word good? 6. What is rapid///? 

This shows us that adverbs are used not only with verbs, bnt 
also with adjectives and adverbs, to affect their meaning. Such 
adverbs are generally called adverbs of degree. 

Ex. 1. Write sentences in which these adverbs shall he addt </ 
to the verb : — 

formerly kindly bravely above overboard 

Ex. 2. Write sentences using these adverbs with adjectives: — 

very quite exceedingly too rather 

Ex. 3. Write sentences using these <(<leerhx with other ad- 
verbs: — 

more very too most rather 

186 



An adverb is a word used with a verb, an adjective, or another 
adverb, to change its meaning. 

Ex. 4. Find adverbs in these sentences : — 

1. The shops have been closed lately. 

2. Sailors watch the heavens eagerly. 

3. The story was told well. 

4. The lazy man rarely succeeds. 

5. Come here immediately. 

Ex. 5. Write sentences using these adverbs : — 

easily heavily everywhere sometimes somewhat 



219. — Adverbs: Comparison. 

true quiet sad 

truly quietly sadly 

1. Which words are adjectives? 2. Which adverbs? 3. How do 
their forms differ ? 

Many adverbs are made by adding ly to the adjective form. 

4. Compare true, quiet, sad. 5. Name the degree of comparison. 
6. Why do we compare adjectives ? 

Sometimes we wish also to compare adverbs. The compari- 
son of adverbs is very similar to that of adjectives. As : — 

soon, sooner, soonest ; late, later, latest. 

Most adverbs of two or more syllables do not change their 
form to show the degrees of comparison. We use the word 
more with the simple form to express the comparative idea. 
As : more quickly ; more peacefully. 

The word most is added to the simple form of the adverb to 
express the superlative idea. As : — 

most quickly : most peacefully. 

187 



Sometimes adverbs show degrees of comparison by entirely 
different words. As : — 

Positive. Comparative. Superlative. 

well better ' best 

badly worse worst 

much more most 



Ex. 



Ex. 

sible. 

Ex, 



1. Make an adjective from each of these nouns : — 

mother 
air 



comfort 
courage 



remark 
honor 



day 
duty 



hunger 
beauty 

2. Make adverbs from the adjectives just formed when po»- 
Write sentences using these adverbs. 

3. In the following sentences find the adverbs. Tell what 



each modifies. Name the kind. Tell of ivhat degree each is. 



1. They went away later. 9. 

2. The children played happily. 10. 

3. We should speak the truth 11. 

always. 

4. The boy threw the ball swiftly. 12. 

5. The stars shine brightly over- 13. 

head. 14. 

6. Children, write more carefully. 

7. The people were most curi- 15. 

ously dressed. 

8. He acted worse than usual. 



We worked very industriously. 
He was somewhat frightened. 
The teacher explained it quite 

fully. 
I will help you very soon. 
The peaches were rather small. 
The audience became extremely 

restless. 
He was too small to do it very 

well. 



Ex. 4. Mention all the adverbs in Lesson 178. 



220. — Prepositions. 

1. Take a book and a pencil. Place the pencil — 

on the book : against the book; beside the book; below it ; in the book; 
under the book; before it; above it; over it; behind it; upon it. 

2. Move the pencil — 

toward the book ; from the book ; over the book ; uriUtout it ; In the book ; 
around the book; with it. 

188 



3. How mauy times have you changed the position of the pencil with 
reference to the book? 4. Mention the words that show the different 
relations of the pencil to the book. 

Words like to, from, after, on, in, by, are used with nouns or 
pronouns to show the relation of things to each other. They 
are called Prepositions. 

Ex. 1. Find the prepositions in these expressions, and tell be- 
tween what they show the relation : — 

a room in a hotel money for the poor 

houses on the hill people from Europe 

trees by the river the family of the king 

Phrases. — Such expressions as " for the poor " are phrases, 
made up of a preposition and a noun. 

A pronoun may also be used with a preposition to make a 
phrase. As : — 

before me, with him, for her, to them, without us. 

Ex. 2. Supply prepositions in the following sentences: — 

He is a man great strength. Trees grow — — the river. 

Christmas comes December. Birds fly the air. 

Snow fell the night. She went the city with . 

Ex. 3. Tell with what each preposition is used, and between 
what it shows the relation. 

Ex. 4. Find all the prepositions in Lesson 74- Give the 
phrases of which they are a part. Tell the words xoith which 
the phrases are used. 

A noun or pronoun used with a preposition to make a phrase 
is called the object of the preposition. 

A Preposition is a word that shows the relation of its object to 
some other word. 

A Phrase is a group of words having no subject or predicate, used 
like a single word. 

2 CASTS 189 



221. — Uses of Prepositional Phrases. 
A powerful man. A man of power. 

A worthless book. A book without worth. 

1. What is the word powerful ? 2. Why do you think so? 3. What 
is of power called ? 4. What does it mean ? 5. How is worthless used? 
6. What does the phrase without worth do for the noun book 1 } 7. How 
do the phrases and adjectives differ in the way they are used ? 

Prepositional phrases may be used like adjectives in describing. 

Ex. 1. Read the adjectives and the phrases used like adjec- 
tives, and tell what they describe : — 

French prunes thorny bushes foreign lands 

prunes from France bushes with thorns lands over sea 

wooden boats juvenile books • domestic cares 

boats of wood books for children cares at home 

Ex. 2. Change the following adjectives into phrases, and use 
them in sentences : — 

marshy skilled 

native American 

military unusual 

1. What is an adverb? 2. How does it help the verb? 3. What 
does it usually tell ? 4. Change the underlined adverbs to phrases : — 
Look carefully. We pay yearly. They came In re. 

5. Is the meaning of the sentences changed ? 6. With what words 
are the phrases used? 7. What do they do for the verbs? 8. What 
does each phrase show ? 

Prepositional phrases may be used like adverbs to show how, 
when, or where. 

Ex. 3. Point out adverbs and phrases, and tell what they 
show : — 

Go silently. Stand here. Return in haste. 

Go without speaking. Stand on this spot. Return hastily. 

Come now. Write carefully. Start on time. 

Come at this instant. Write with care. Start promptly. 
190 



Chinese 


important 


colorless 


interesting 


naval 


common 



Ex. 4. Select phrases, and tell whether they are used like ad- 
jectives or like adverbs. 

1. They live in the city. 5. Bats fly in the night. 

2. I like a dog with spots. 6. Step with great cai'e. 

3. Shall you journey by night ? 7. Take a sail down the river. 

4. Bring cord without knots. 8. Go through the orchard. 

Ex. 5. Find prepositional phrases in Lessons 108 and WJj. ; 
tell how they are used ; point out the prepositions. 



222.— Conjunctions: Words that Connect. 

The sun had set. The stars came out. 
Let us try joining or combining two sentences into one : — 

The sun had set, and the stars came out. 
The sun had set, but the stars came out. 
The sun had set, for the stars came out. 
Or we may add to one sentence part of another : — 

The moon appears. The stars appear. 
The moon and the stars appear. 

Connecting words like and, but, for, are called Conjunctions. 

I. Combine each pair of short sentences into a single longer 
one. Use as few words as possible. 

1. Summer has gone. Autumn has come. 

2. Gold is a precious metal. Silver is a precious metal. 

3. Glass is brittle. Glass is transparent. 

4. Cotton grows in Egypt. Cotton grows in India. 

5. We went hunting. We did not get anything. 

6. I know that the wind blows. I see the trees bend. 

7. Turtles live on the land. Turtles live in the water. 

8. There is no lead in lead pencils. Pencils are made of plumbago. 

9. A tint is produced by mixing white with a color. A shade is 

made by mixing black with a color. 
191 



10. The arteries carry the blood from the heart. The veins carry the 

blood to the heart. 

Punctuation. — Two or more simple sentences written together as a 
compound sentence are generally separated by commas. Between long 
sentences that are united a semicolon is often used. 

11. Use the following conjunctions in sentences : — 

and but or because if although 

Conjunctions are words used to connect sentences, or parts of sen- 
tences. 



223. — Interjections : Words that show Feeling. 
Oh pooh hush 

hurrah eh bang 

alas hello bow-wow 

1. Which of these words express wonder, joy, sadness, or disgusl ? 
2. Which is a question ? 3. Which are commands? 4. Which imitate 
noises? 5. Explain the meaning of each of the words. 

Words used alone to express feeling, or to imitate sounds, are inter- 
jections. 

When interjections are used with much force an exclamation-mark 

should follow. 

Use these words with sentences that will explain their mean- 
ing : — 

Ah bah whoa ba-a-a ahoy ha-ha 



224.— Review: The Parts of Speech. 
All the many thousands of words in our language may be 
divided into eight kinds or Eight Parts of Speech. 

Nouns are words used as names. 
Verbs are words used to assert. 
Pronouns are words used instead of nouns. 

192 



Adjectives are words used to describe persons or things, or to 
limit nouns. 

Adverbs are words used with verbs, adjectives : or other 
adverbs, to change their meaning. 

Prepositions are words used to show the relation of their objects 
to some other word. 

Conjunctions are words used to connect sentences, or parts of 
sentences. 

Interjections are words used alone to express feeling or to imi- 
tate sounds. 



225. —Clauses: Used like Adjectives 

Follow the starry flag. 
Follow the flag with the stars. 
Follow the flag that has the stars. 

1. What adjective describes the flag in the first sentence? 

2. What does the phrase with the stars describe ? 

3. How is the flag described in the third sentence? 

4. Do the sentences differ in meaning? 

The third sentence has two distinct parts, Follow the flag and 
that has the stars. The first has complete meaning when used 
alone. It is called an independent clause. 

The expression that has the stars does the work of the ad- 
jective starry. It contains the subject that and the predicate 
has the stars. It is called a dependent clause. 

Should you call the following sentences or only parts of sentences? 
Why? 

which were raised in Georgia. 

that arrived in the midnight train. 

who enlisted at the age of fifteen. 

■ which were made in Japan. 

Give the verbs in these clauses. What pronoun is used as the subject 
of each ? Use these clauses in complete sentences. 

Some clauses have the use of adjectives. 
193 



226, -Clauses: Used like Adverbs. 

Begin work instantly. 

Begin work without any delay. 

Begin work before a moment passes. 

1. How do these sentences differ in meaning ? 2. What expressions 
in them are alike in meaning? 3. Try to tell how they differ in form. 
4. When are you to begin work ) 5. What part of speech tells when 
something is to be done ? 6. What two words in the sentence make an 
independent clause. 

The expression before a moment passes does the work of the 
adverb instantly. But it contains the subject moment and the 
predicate passes. It is called a dependent clause. 

Are these sentences or only parts of sentences ? 

because he asked me. 

after he had started. 

while he read. 

If I had known 

where the strawberries grow. 

Which tells why ? where ? when ? Use each clause in a sentence. 
Some clauses are used like adverbs. 



227. — Clauses: Used like Nouns. 

Tell the truth. I know the author of the hunk. 

Tell what is true. I know who wrote the book. 

1. Give the difference in meaning between the fir>t two sentences. 
2. What expression in the fourth sentence means author! :'>. Mention 
the verbs in the second sentence. In the fourth. 

The expression what is true is used just like the noun truth 
as the object of the verb, to show what we are to tell. So. too, 
who wrote the book tells what I know, and is the object of the 

194 



transitive verb. But each of these expressions contains a sub- 
ject and a verb, and is called a dependent clause. 
Some clauses are used like nouns. 

Ex. 1. Tell whether these clauses are used like adjectives, ad- 
verbs, or nouns. 

1. I saw my friend before the train started. 

2. The building that was burned was a hospital. 

3. He did not believe what I told him. 

4. The steamer will sail when the tide rises. 

5. After the sun had set the stars came out. 

6. What is the last state which was admitted to the Union ? 

7. He saves what he earns. 

8. Can you tell who invented the cotton-gin ? 

A Dependent clause is a part of a sentence with a subject and a 
predicate, which is used like an adjective, an adverb, or a noun. 

An Adjective clause is one used like an adjective. 

An Adverb clause is one used like an adverb. 

A Noun clause is one used like a noun. 

A Complex sentence is a sentence which contains one or more 
dependent clauses. 

Ex. 2. Select the clauses in these sentences, and tell how each 
one is used. 

1. Do you know how the beaver builds his dam? 

2. The sailors sang while the storm raged. 

3. As the veterans passed the crowds cheered. 

4. Tell me who wrote " The Vision of Sir Launfal. 1 ' 

5. We entered the little stone cottage that was to be our home for six 

years. 

6. I can't tell what's my name or who I am ! 

7. They had now reached the road which turns off to Sleepy Hollow. 

8. Those who toil bravely are strongest. 

9. Nouns and verbs are the bones and muscles of language that give 

it form and strength. 
10. Sin has many tools, but a lie is a handle which fits them all. 
195 



228.— Some Common Abbreviations. 
Used to Denote Time. 

(See Lesson 33.) 



inst. 


the present month 


A.M. 


ult. 


the last month 


I'.M. 


prox . 


the next month 


B.C. 


M. 


noon 


A.D. 



before noon 

a tier noon 

before Christ 

in the year of our Lord 



Mr. Mister 

Messrs. Messieurs 
Mrs. Mistress 

(pron. Missess) 



Dr. 



Doctor 



Titles used before a Name 

Rev. Reverend- 

Hon. Honorable 

Prof. Professor 

Pres. President 

Gov. Governor 



Gen. General 

Col. Colonel 

Maj. Major 

('apt. Captain 

Lieut. Lieutenant 



Titles used aktek a Name. 



LL.D. 


Doctor of Laws 


Esq. 


Esquire 


D.D. 


Doctor of Divinity 


Supt. 


Superintendent 


Ph.D. 


Doctor of Philosophy 


Sec. 


Secretary 


M.D. 


Doctor of Medicine 


Treas. 


Treasurer 


A.M. 


Master of Arts 


Sr. 


Senior 


A.B. 


Bachelor of Arts 


Jr. 


Junior 


M.C. 


Member of Congress 


P.M. 


Post-Master 



Common Names. 



Benj. 


Benjamin 


Fred. 


Frederick 


Chas. 


Charles 


Geo. 


George 


Dan. 


Daniel 


Jas. 


James 


Edw. 


Edward 


Jos. 


Joseph 



Sam. Samuel 

Theo. Theodon 

Thos. Thomas 

Wm. William 



MlSCELLAXKOl s. 



Anon. 


Anonymous 


e.g. 


for example 


Ave. 


Avenue 


etc. 


and the rest 


Chap. 


Chapter 


i.e 


that is 


Co. 


County or Company 


N.B. 


Take Notice 


Do. 


the same 


No. 


Number 



196 



p., pp. page, pages 

P.O. Post-Office 

P.S. Postscript 

St. Street or Saint 



viz. namely 

vol. volume 

vs. against 

&c. and so forth 



In marking errors in written exercises these signs may be used: — . 

c under either a small letter or a capital. — The other form 

should be used, 
s under a word. — The spelling is wrong. 
X a cross between two words. — Begin a new sentence. 
/ this line drawn through a letter or mark, means that it is 

wrong. 
/\ the caret. — Something is wanting, a letter, a word, or a mark, 

which may be written in the margin. 
] brackets inclosing words. — The words should be omitted in 

copying. 
1 or No 1 these signs mean begin or do not begin a new paragraph. 
$ leave more space between words or sentences. 
C at the beginning. Exercise poorly written. Copy it. 



229. v- Capita Is and Punctuation. 

(For Reference.) 
I. RULES FOR THE USE OP CAPITALS, ETC. 

A Capital Letter should .be used to begin — 

1. Every sentence. 

2. Every line of poetry. 

3. Every direct quotation. 

4. All proper nouns ; all words made from them; and all abbrevia- 
tions of them. 

5. The principal words in titles of books, and for — 

6. The words I and O. 

Italics [Italic teller*'] are used in printing, for — 

1. A word that is very emphatic. 

2. Short titles of books ; names of ships, etc. 

In writing, we should underline such words or titles. 
197 



II. RULES FOR PUNCTUATION. 

The Period [ . ] must be used after — 

Every complete sentence that is not a question nor an exclamation. 

All abbreviations or initial letters. 

A heading, title, or signature, when used alone. 

The Question-mark [ ? ] must be used after — 
Every complete question. 

The Exclamation-point [ ! ] must be used after — 
Every expression that is very exclamator} r . 

The Comma [ , ] must be used to separate from the rest of the sen- 
tence — 

The name of the person spoken to. 

A direct quotation, or each of the parts of one if it is divided. 

The Comma must also be used to separate — 
Words and expressions of the same kind in a series. 
The parts of a compound sentence when the conjunction is omitted. 
If the sentence is long, the semicolon [ ; ] may be used. 

The Apostrophe [ ' ] must be used to denote — 

Possession. 

The omission of letters in contracted words. 

The plurals of letters, figures, and signs. 

Quotation-marks [« "] must be used to inclose — 

Every direct quotation, or each of the parts into which it is divided. 

The title of a book or periodical, if the title is long. 

The Hyphen [ - ] must lie used to separate — 

The parts of some compound words. 

The syllables of a word written on different lines. 

See how the Dash [ — ] and the Colon [ : ] are used on p. 10 and in 
Lsesons 19, 157, etc. 



198 



INDEX. 



[The Numbers refer to Lessons. 



Abbreviations — 

Of Months, etc., 33, 34. 

Of Titles, 15. 

Collected, 228. 
Address on Envelopes, 44, 46. 
Adjectives, 209, 210. 

From Proper Names, 209. 
Adverbs, 218, 219. ■ 
Advertisements, 189, 190. 
Apostrophe — 

In Contractions, 21, 53, 54, 93. 

In Possessives, 27, 94, 102. 
Capitals — 

Cities, etc., 16. 

Days, 33. 

Initials, 12. 

Months, 33. 

Persons, 12. 

Poetry, 9. 

Proper Nouns or Adjectives, 201, 209. 

Rules for, 229. 

Questions, 10. 

Quotations, 41, 84. 

Streets, 16 

Titles of Books, 84. 

Titles of Persons, 15. 

/ and O, 4. 
Choice of words — 

Learn or teach, 167. 

Lie or lay, 167, 171, 172. 

Like or love, 187. 

May or can, 187. 

Shall or will, 1S7. 

Sit or se J , 165. 

Who or which, 194. 
Clauses, 225-227. 
Comma — 

In Address, 58. 



Comma — 

In Quotations, 41. 

In Series, 104. 

Between Sentences, 200. 

After yes or ho, 54. 
Command Sentences, 58. 
Compositions relating to Animal Life — 

In general, 138. 

Camel, 162. 

Cat, 7. 

Coverings, 142. 

Domestic, 52, 100. 

Frog, 156. 

Humming-Bird, 173. 

Oriole, 83. 

Owl, 196. 

Parrot, 136. 

Squirrel, 75. 

Toad, 176. 

Turtle, IS. 

Whales, 166. 
Compositions relating to Plant Life — 

In general, 109. 

Flowers, 167. 

Fruits, 66, 169. 

Leaves, 24, 56, 87, 91. 

Boots, 153. 

Seeds, 169. 

Stems, 140. 

Trees, 124, 133 

Vegetables, 61. 

Wood, 140. 
Compositions relating to [see Letter-wri- 
ting] - 

Boat-landing, 26. 

Boy with Ship, 28. 

Bread, 131. 

Building, 119, 131. 



199 



Compositions relating to — 

Child at Pump, 71. 

Child on Dressing-case, 96. 

Climate, 151. 

Cube, 51. 

Desk, 150. 

Gems, 95. 

Holidays, 182. 

Horse at Crossing, 17. 

Lighthouses, 178. 

Little Gardener, 57. 

Little Pedler, 41. 

Picnic Party, 13. 

Rain, 81. 

Schoolhouse, 122. 

Setting Table, 152. 

Shoes, 120. 

Slate, A, 22. 

Sports, 152. 

Soap-Bubbles, 186. 

Sun, 70. 

This Book, 73. 

Umbrella, 130. 

United States Flag, 89. 

Watch, 31. 

Water, 129. 

Weather Record, 152. 

Windows, 113. 
Conjunctions, 222. 
Contractions, 21, 53,54, 93. 
Dates, 36. 

Definition-making, 59, 97, 108, 149, 170. 
Dictation Exercises, 12, 15, 16, 27, 29, 

54,58, 67,77,88, 111. 114, 134. 
Exclamation Point, 40, 223. 
Forms of Words [see Verb Forms] — 

Aren't, 55. 

Did or done, 139. 

Doesn't or don't, 137. 

Has or have, 72, 86. 

Is or are, 37, 39. 

It is /, etc., 132. 

Plural or Possessive, 27. 

Pronoun and Antecedent, 206. 

Subject and Object, 208. 

There is or there are, 38. 

This or these, 194. 
Wets or were, 62, 63. 
Got, 177. 
Homonyms, 11, 20, 134. 

Their, there, etc., 67. 
Who's or whose, 105. 
Initials, 12. 



Interjections, 223. 
Interrogation Point, 10. 
Letter-writing, 44, 45, 47, 106, 123, 147, 155, 
164, 175. 

Business Letters, 157, 158. 

Invitations, 82. 

Models, 44, 157. 

Boy and Horse, 106. 

Marks for Corrections, 22S. 
Memory Verses, 9, 19, 23, 50, 60, 64, 76, 80, 92, 

101, 108, 112, 128, 146, 161. 
Mistakes to avoid [see Forms of Words], 187, 

194. 
Not with no, 121. 
Nouns, 201, 202, 203. 
Object Forms, 208. 
Ought, 187. 
Parts of Speech, 224. 

Adjectives, 209, 210. 

Adverbs, 218, 219. 

Conjunctions, 222. 

Interjections, 223. 

Nouns, 201-204. 

Pronouns, 205-208 

Prepositions, 220, 221. 

Verbs, 211-215. 
Period, 1, 12, 15,58. 
Pictures — 

Alden, John, 192. 

Boat-landing, 26. 

Boy with Boat, 28. 

Boy and Horse, 106. 

Bread, 131. 

Bubble-blower, 186. 

Camel. 181. 

Can't You Talk?!. 

Child at Pump, 71. 

Child on Dressing-case, 96. 

English Farm Yard, 117. 

Feeding her Birds, 103. 

Flower analysis, 160. 

Fruits, 169. 

Girl writing, 50. 

Horse at Crossing, 17. 

Humming-bird, 173. 

Kitten in Basket, 8. 

Leaves, S7, 91. 

Loaf of Bread. 131. 

Lighthouse, 178. 

Little Brother, 32. 

Little Pedler, 41. 

Little Gardener, 57. 

Owl, 196. 



200 



Pictures — 

Parrot, 135. 

Pet's Trip, 7. 

Picnic Party, 13. 

Roots, 153. 

Section of Tree, 140. 

School Examination, 65. 

Trees, 124. 

Wounded Hound, 144. 

Whale, 166. 
Poetry [see Reproduction]. 
Possessives, 27, 29, 94, 102, 118, 126. 
Plurals ending — 

In s, 23, 94. 

In es, 77. 

In ies, 88. 

In ves, 110. 

Without s, 116. 

Rules for, 202. 
Predicate, 199. 
Prepositions, 220, 221. 
Pronouns, 205-208. 
Proper Names, 12, 16, 201. 
Punctuation, 229. 
Questions, 10. 
Quotations, 41,45. 

Divided, 111. 

In Titles, 84. 
Review Lessons, 79, 224. 
Reproduction of Prose Stories — 

Contentment, 99. 

Daisy-pickers, 39. 

How to get a Breakfast, 6. 

How to look at a Gift, 25. 

Idle Dennis, 78. 

Jamie and the Jug, 168. 

Judging by Appearances, 69. 

Larks, 195. 

Lincoln, 74. 

Newfoundland and Mastiff, 159. 



Reproduction of Prose Stories — 

Patience Flower, 125. 

Somebody's Mother, 49. 

Turning the Grindstone, 43. 

Washington, 5. 

Where God is, 25. 
Reproduction and Study of Poetry — 

America, 197. 

Camel's Nose, 163. 

Child's World, 64. 

Cloud, The, 92. 

Doing its Best, 30. 

First Snow-Fall, 108. 

Flag, The, 89. 

Jamie the Gentleman, 141. 

Landing of Pilgrims, 192. 

Mountain and Squirrel, 76. 

Old Ironsides, 183. 
" Parrot, The, 136. 

Planting of Apple Tree, 174. 

School Days, 154. 

Trees, 124. 

Use of Flowers, 161. 

Village Blacksmith, 34. 
Sentence-making [see Definitions], 48, 

90, 180. 
Sentence, Two Parts of, 199. 
Sentence, Kinds, 58, 198, 200. 
Statements, 1, 2. 

Stories [see Reproduction, and Pictures] 
Subject, 199. 
Subject Forms, 208. 
Synonyms, 85, 98, 115, 127, 145, 191. 
Talks [see Compositions]. 
Titles of Persons, 15. 

Of Books, 84. 
Verb Forms [see Forms], 148, 179, 181, 

185, 188, 193, 215. 
Verbs, 211,212, 213,214. 
Words to be Defined, 59, 97, 108, 149, 170. 



201 



Ml 



JUN 10 190' 



